Year 6

Home Learning Pack 5

Name: ____________

Week beginning: Monday 4th May 2020

Monday Reading –

Adolphus Tips

Writing –

Story openers

Maths -

Percentages,

decimals and

fractions

Science –

Lifecycles

Tuesday Reading –

Adolphus Tips

Grammar –

Grammatical

features

Maths -

Percentages,

decimals and

fractions

Theme – Roman

Life

Wednesday Reading –

Adolphus Tips

Writing –

Character

description

Maths -

Percentages,

decimals and

fractions

R.E. – Ramadan

Thursday Reading –

Adolphus Tips

Grammar –

Setting

description

Maths –

Percentages,

decimals and

fractions

PSHCE – Health

and wellbeing

during Lockdown

Friday Reading –

X-rays – Non

fiction

Writing –

Writing own story

opening

Maths –

Percentages,

decimals and

fractions

Art – Picasso

In addition to the activities set for each day, included in this week’s pack is a set of spellings

for you to practice which have been taken from the Year 5 and 6 spelling list produced by the

government. Why not try to include some of the words you practice in the writing activities

for this week!

There is also information about a competition, run by the East Riding, that we would love you

to take part in!

At the end of the booklet, there is also an extra page of Maths challenges, for those budding

mathematicians!

Spelling Practice: Look, say cover, write, check

Year Group: Owl – Year 6 Double consonants

Look Say Cover Write Check Write Check Write Check

Recommend

Opportunity

Occur

Occupy

Immediate

Correspond

Community

Communicate

Committee

Attached

Now choose four of the words to write in sentences:

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2._____________________________________________________

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3._____________________________________________________

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4._____________________________________________________

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Covid-19 Time Capsule 2020

“We are all living through history and something I have wanted to do from the beginning is create

a keepsake of this moment for us to look back on… I have been working on a Time Capsule

worksheet for my daughter, son and I …this will be available as a free resource for all my fans.”

Natalie Long – Long Creations, Canada.

How to take part:

At this stage, we are really wanting to encourage as many children as possible to record their

thoughts, feelings and experiences. This will give them the ability to reflect on those feelings

when we launch the competition, later in the year. For now, it is quite simple …

The link for the Time Capsule is available on our

school website under the ‘Home Learning’

section.

We suggest you keep your Time Capsule in a

folder, or other safe place. You will be able to

use this as notes to draw on when completing

your written journals or drawings.

(We understand that not every child will want to

enter the competition, but they may still enjoy

completing the journal, and it will give them

something to reflect back on for many years to

come.)

What happens next?

We will shortly issue Book Review sheets,

differentiated for age or ability, so children can

complete them. They can complete reviews for up to

three different books if they wish.

Finally, as soon as the situation makes it possible, we

will issue further details of the competition, timings

and prizes.

We would like to assure you that winning entries

would not be published in any way without the

appropriate permission.

The SLS would like to work with East Riding schools, to capture a unique record of how this global pandemic

affected our children and their families. It has received phenomenal attention worldwide, illustrating how many

children and parents are using it to create a lasting memoir of their experiences during the pandemic. As

challenging as this situation is, many of the memories being created by families now are also positive and hopeful

ones. More than ever before, people are exploring different ways to stay in touch ‘virtually’ and also developing

new skills and interests. We, along with thousands of others worldwide, think it is a super resource, offering a

range of different ways for children to record their personal thoughts and emotions, at a time when it is very

important to acknowledge the range of feelings they may be experiencing. For this reason, we are planning a

Covid-19 Time Capsule competition.

This week’s comprehension activities are based on our class book, ‘The Amazing Story of

Adolphus Tips’ by Michael Morpurgo. Each of the chapters that you will need have been

typed up and included, with the set of questions/activities for each day. However, on Friday,

you can apply your learning from the week to a non-fiction text.

Reading – Monday

Adolphus Tips – Michael Morpergo – Reading day 1

Friday, September 17th 1943

I saw a fox this morning running across south field with a hen in his mouth. When I

shouted at him, he stopped and looked at me for a moment as if he was telling me

to mind my own business. The he just trotted off, cool as you like, without a care in

the world. Mum says it wasn’t one of her hens, but she was someone’s hen, wasn’t

she? Someone should tell that fox about rationing. That’s what I think.

There’s lots of daddy-longlegs crawling up my window, and a butterfly. I’ll just let

them out…

It’s still light outside. I love light evenings. It was a red admiral butterfly. Beautiful.

Supreme.

Mum and Grandfather are having an argument downstairs, I can hear them.

Grandfather is going on about American soldiers again, “ruddy Yanks” he calls them.

He says they’re all over the place, hundreds of them, and walking about as if they

own the place, smoking, chewing gum. Like an invasion, he says. Mum speaks more

quietly than Grandfather, so it’s difficult to hear what she’s saying.

They’ve stopped arguing now. They’ve got the radio on instead. I don’t know why

they bother. The news of the war is always bad, and it only makes them feel

miserable. It’s hardly ever off, that radio.

Reading questions day 1

1) Name 3 things that Lily saw from her window.

2) ‘Someone should tell that fox about rationing.’ Why does Lily feel this is

important?

3) What was it about the ‘ruddy Yanks’ that Grandfather disliked so much?

4) Why do you think Lily’s mum speaks to quietly?

5) Why do you think listening to the radio made mum and Grandfather so

miserable?

Writing – Monday

Read the two short openers below. Can you tell from the language and style of writing what genre of story they are? (Clue: they are both the same genre!)

Task 1 –

Text features Extract 1 Extract 2

Character thoughts

Short, snappy sentences

Sentences that appeal to the senses

Ellipsis

Interesting vocabulary

Descriptive language

Variety of punctuation

Complete the table (above) to show which features are included in which text.

1 2

Task 2 Choose your favourite of the two Mystery Story extracts, that you have just read. What are your thoughts, predictions, questions as a reader? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write the next paragraph _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Once you have finished, use your checklist to see which features you have successfully included.

Maths – Monday

Arithmetic:

934 + 100 345 x 4 8.6 + 0.6

29 x 5 2,452 + 573 63 ÷ 7

846 - 9 8.3 + 0.08 5 x 6 x 2

Remember a percentage is the same as a fraction – the whole is out of 100. So 12/100 is the same as 12%.

Use your knowledge to answer these questions

Science – Monday

Last time, we started to learn about the lifecycle of mammals. Now, let us learn about some other

lifecycles.

How are they similar/different to that of a mammal life cycle?

Bird Facts –

Chicks grow inside eggs, outside of the mother’s body, getting their nutrition from the yolk. Parent birds sit on their eggs to keep them warm, so that the chicks inside develop properly – this is called incubation. A baby chick is called a hatchling.

Parent birds look after their young. Most chicks can’t

walk or fly straight away, so the mother feeds them in

their nest.

Some birds migrate a long way as part of their lifecycle.

They often migrate to find food and usually move in

flocks.

In its lifetime (about 30 years) the Arctic Tern can

migrate up to 1.5 million miles - that’s equal to three

trips to the moon and back!

Amphibian Facts –

Frogs

A frog lays eggs in a blob of clear jelly called frogspawn.

The eggs hatch into tadpoles. They can swim very well

using their wriggly tails & breathe through gills.

6 weeks after hatching the tadpoles grow hind legs, but

are still tiny.

They will soon grow front legs and start to breathe

through their lungs.

A few weeks after growing legs the tadpole develops

into a small froglet.

The froglet grows into a large adult frog. After 2 years it

will lay eggs of its own and start the cycle again.

Most frogs do not look after their offspring.

Task 1 – Research the life cycle of an insect and create a fact file (like the two above) to show

what you have found.

Insect facts –

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Could you draw some

pictures to support your

facts?

A Venn diagram to show__________________________________________________________________

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Task 2 – Using the 3 lifecycles given, create a Venn diagram to show in which ways they are

similar and how they are different.

Reading – Tuesday

Adolphus Tips – Michael Morpergo – Reading day 2

Monday September 20th 1943

Two big surprises. One good, one bad. We were all sent home from school today.

That was the good one. It was all because of Mr Adolf Ruddy Hitler, as Grandfather

calls him. So thanks for the holiday, Mr Adolf Ruddy Hitler. We were sitting doing

arithmetic with Bloomers – long division which I can’t understand no matter how

hard I try – when we heard the roaring and rumbling of an aeroplane overhead,

getting louder and louder and the classroom windows started to rattle. Then there

was this huge explosion and the whole school shook. We all got down on the floor

and crawled under the desks like we have to do in air-raid practice, except this was

real. By the time Bloomers had got us out into the playground the German bomber

was already far out over the sea. We could see the black crosses on its wings. Barry

pretended he was firing an attack gun and tried to shoot it down. Most of the boys

joined in, making their silly machine-gun-noises – dadadadadada.

Bloomers sent us home just in case there were more bombers on the way. But we

didn’t go home. Instead we all went off to see where the bomb had landed. We

found it too. There was a massive hold in Mr Berry’s cornfield just outside the

village. The Home Guard was there already. Uncle George in his uniform telling them

all what to do. They were making sure no one fell in, I suppose. No one had been

hurt, except a poor old pigeon who was probably having a good feed of corn when

the bomb fell. His feathers were everywhere. Then one of the townies got all hoity-

toity about it and said he’d seen much bigger holes than this one back home, in

London. Big Ned Simmons told him just where he could go and just what he thought

of him and all the snotty-nosed townies, and it all got a bit nasty after that, us

against them. So I walked away.

Reading question day 2

1) How did Lily and her friends put themselves in danger?

2) How did Lily and her friends know that the plane was a German bomber?

3) When Lily and her friends arrived at the bomb site – who and what did they

see?

4) Find one piece of evidence in the extract that shows the boys were not scared

of the bombing that had just happened.

5) Why do you think tensions were so high between the townies and Lily’s other

school friends?

Grammar – Tuesday

To really grip the reader, a good mystery story opening needs to describe the character and setting. Author’s use a variety of grammatical and language techniques to do this. Read the story opener below.

A glimmering fire crackled in the open fireplace, making the modest living room a snug

retreat from harsh rain outside. Across the room sat two men. One of the men, who had

short auburn hair, was whispering quietly to the other. As Kitty sat patiently in the corner

of the room, she tried desperately to remember where she had seen him before.

Slowly, she walked across the room, through the old, wooden door frame, into the kitchen.

She strolled purposefully across the room to the banquet table where she helped herself

to a piece of chocolate gateaux and filled her glass with sparkling lemonade. Carefully, she

juggled the glass and plate through the crowd, back towards the study where she would

ask the man why he was so familiar.

On entering the room, Kitty noticed that the two men had disappeared. ‘That’s strange,’

she thought to herself, ‘I didn’t see them in the kitchen.’ Confused, she sat back down in

the old, leather armchair and began to tuck into the tempting slice of cake.

As she raised the fork to her mouth, she noticed that there was a faint indigo glow

surrounding the mammoth bookcase. “I must be seeing things,” she muttered to herself

quietly, blinking hard to clear her mind. Slowly, she opened them. The light was still there.

Kitty put down her plate and stood up. Cautiously, she walked towards the bookcase. It

was ajar. The misty haze was coming from inside the bookcase. Kitty reached out her hand

and touched the antique pine. It was colder than a harsh winter. She edged nearer and

nearer. She couldn’t see beyond the bright lights. “Hello,” she whispered. No-one

answered. Every nerve in her body warned her not to go any further. Closer and closer she

moved.

Her body was a statue. She tried to call for help. She couldn’t. Her lips were clamped

shut. She started to panic. Where was she going? What if nobody noticed she had gone?

She closed her eyes. Tears started to roll down her cheeks.

Her throat was dry, her tongue thick and heavy in her mouth. She opened her eyes and

couldn’t believe what she was seeing.

The magnificent trees stood tall and proud, while a blanket of snowdrops danced towards

to glittering ground. Kitty shivered. As she steadied her gaze towards the majestic trees

in front of her, she noticed that icicles, which were hanging from every branch, glistened

like liquid diamonds. Patches of misty light shone through the gaps in the trees with a trail

of fresh footprints heading towards the clearing. She felt uneasy. The hairs on the back

of her neck prickled with dread. She took a deep breath and followed the footprints.

Below, is a list of some of the language features the author has included to describe character and setting. Adjectives – a word naming an attribute of (describing) a noun, such as sweet, red, or technical. Adverbs – a word that describes a verb (an action or a doing word), such as quickly, accurately,

efficiently Similes – describes something by comparing it to something else, using like or as. For example, she was as slippery as an eel. Metaphor – is a figure of speech that describes something by saying it is something else. For

example, Life is a rollercoaster Personification - Describing objects as if they are people is a way of making sentences more exciting. For example - The apple sat proud as punch at the top of the fruit bowl.

Your task – Re-read the story extract again. Complete the table below, by picking out a selection of the words/phrases that the author has included to describe character and setting. A couple of examples have been done for you.

Feature Describe the character Describe the setting

Adjectives

majestic

Adverbs carefully

Similes

Metaphors

Personification

Maths – Tuesday

Arithmetic:

216 ÷ 8 345 x 4 8.6 + 0.6

5.98 x 100 2,452 + 573 63 ÷ 7

8² 8.3 + 0.08 5 x 6 x 2

What is the value of the 4 in the number 27.142?

Select the two correct answers.

4 tenths

4 hundredths

4 thousands

0.4

0.04

0.004

Calculate 20% of 120

Find the product of 6 and 0.64.

What is 4/5 as a decimal?

0.8

0.2

0.45

Josh portioned a number, what is the missing number?

What is 36% as a fraction in its simplest form?

0.36

18/50

9/25

36/100

The Gregory family have completed 15% of a 340 kilometre journey. So far, the Gregory family have travelled ____ km.

Topic – Tuesday

History – Roman Life

Around 2,000 years ago, the city of Rome was at the centre of a huge empire. At the peak

of its power, Rome ruled more than 45 million people across Europe, North Africa and Asia.

Its army was the most powerful in the world, and as it conquered more land, Rome grew from

a small town into an enormous capital.

Task 1: Locate Rome on the map of Europe below.

Task 2: Carry out your own research to learn more about what life was like for a Roman.

What was life like?

Woman and girls were not seen as equal to

men and boys in Roman society. Can you find

out how life was different for each of them?

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Homes

Depending on the wealth of your family and the

role you played in society meant life could be

very different. What were people homes like?

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Food

The Romans ate three meals a day. Lots

of their diet was similar to food we have

today. Can you find out what food they

ate? Did all Romans eat the same?

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Slavery

Most Romans accepted slavery. Slaves

could be men, woman, girls or boys.

What facts can you find out? Were

people slaves for their whole lives?

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Jobs

Depending on how wealthy your family

was and whether you were male or

female, different jobs were available to

you. What jobs did Roman people have?

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Reading – Wednesday

Adolphus Tips – Michael Morpergo – Reading day 3

Monday September 20th 1943 – Part B

I was on my way home afterwards when I saw this jeep coming down the lane

towards me. There was one soldier in it. He had an American helmet on. He

screeched to a stop and said, “Hi there!” He was a black man. I’ve never in my life

seen a black person before, only in picture books, so I didn’t quite know what to say.

I kept trying not to stare, but I couldn’t help myself. He had to ask me twice if he was

on the right road to Torpoint before I even managed a nod.

“You know something? You got pigtails just like my littlest sister.” Then he said, “See

ya!” and off he went, splashing through the puddles. I was a bit disappointed not to

get any candy.

When I got home I had my other surprise, my bad one. I told them about the bomb

and about Uncle George and the Home Guard being there, and I told them about the

black soldier. I’d met in the lane. They didn’t seem very interested in any of it. I

thought that was strange. And it was strange too that neither of them seemed to

want to talk to me much or even look at me. We were all having tea in the kitchen

when Tips came in. She rubbed herself against my leg and went off mewing under

the table, under the dresser, into the pantry. But she wasn’t mewing like she does

when she’s after food or love, or when she brings in a mouse. She was calling and

when I picked her up she felt different. Still saggy baggy underneath, but definitely

different. She wasn’t full and fat any more. I knew what they’d done at once.

“We had to do it, Lily,” Mum said. “It’s better straight away, before she gets too

fond of them. Sometimes you have to be cruel to be kind.”

I screamed at them, “Murderers! Murderers!” Then I brought Tips up to my room.

I’m still up here with her now. I’ve been crying ever since, and really loudly too so

they can hear me, so they’ll fell really bad, as bad as I do.

Tips is lying in my lap and washing herself just like nothing’s happened.

She’s even purring. Maybe she doesn’t know yet. Or maybe she does and she’s

forgiven us already. Now she’s stopped licking herself. She’s looking at me as if she

knows. I don’t think she has forgiven us. I don’t think she’ll ever forgive us. Why

should she?

Reading questions day 3

1) What shocked Lily so much on her journey home?

2) Find a phrase in the text that shows Lily was taken aback by what she has

seen?

3) How does the reader know Mum and Grandfather were hiding something

from Lily? Use evidence to support your answer.

4) Why does Lily’s mother feel it is kinder to kill Tips’ kittens?

5) Why does Lily choose to leave her diary on a rhetorical question?

Writing – Wednesday

Read the story extract below

Who could this character be and where are they?

Task 1 - Circle/underline the key words or phrases, in this extract, that give

you some clues (to answer the questions above) and then draw a picture of

the image being created in your head.

Task 2 – Write a character description to describe the character you have

drawn and then use the checklist/success criteria to assess your writing.

My character description

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Maths – Wednesday

Percentages, decimals and fractions Day 3

Arithmetic

30,000 - 700 1000 x 60 720 ÷ 9

40% of 1,700 3.59 x 4 2

11 +

6

11

4,329 + 1,632 1,482 ÷ 6 13 – 7.02

1

2

3 Amir says 0.3 is less than 12% because 3 is less than 12 Explain why Amir is wrong

4

5 Declan inputs 5 ÷ 8 = into his calculator, and he gets the answer 0.625. Using this

calculation, what is 0.625 as a fraction?

6 Class 6 has 403 pencils and Class 5 has 43 pencils. Ben says, "Class 6 has exactly 10 times as many pencils as Class 5." Do you agree with Ben? Explain your answer.

RE – Wednesday

Islam: Ramadan

From your research in last week’s pack, you’ll will have learnt that one of the five

pillars of Islam is known as ‘Sawm’ – Fasting during the month of Ramadan.

Task: Below are some key questions about fasting during the month of Ramadan which you

need to answer by carrying out your own research. There’s also a link to a short video which

may help you! https://www.bbc.co.uk/bitesize/clips/zw37tfr

What is Ramadan? How do Muslims fast?

Why do Muslims fast?

What happens during Ramadan?

Reading – Thursday

Adolphus Tips – Michael Morpergo – Reading day 4

Tuesday, October 5th 1943

My birthday. I was born twelve years ago today at ten o’clock in the morning. I’ve

been calling myself twelve for a long time, and now I really am. All I want to be now

is thirteen. And even thirteen isn’t old enough. I so much want to be much older

than I am, but not old like Grandfather so that I walk bent and my hands are all hard

and wrinkly and veiny. I don’t want a drippy nose and hairs growing out of my ears.

But I do want the years to hurry on by until I’m about seventeen, so school and

Bloomers and long division are over and done with, so that no one can take my

kittens away and drown them. It’ll be so good when I’m seventeen, because the war

will be over by then, that’s for sure. Grandfather says that we’re already winning

and so it can’t be long till it’s finished. Then I can go up to London on the train – I’ve

never been on a train – and I can see the shops and ride on those big red buses and

go on the underground. Barry Turner’s told me all about it. He says there’s lights in

the streets, millions of people everywhere, and cinemas and dance halls. His dad

used to work in a cinema before the war, before he was killed. He told me that one

day. That was the first thing he’s ever told me about his dad.

Which reminds me: I still haven’t had a letter from my dad. I think he’s still cross

with me after what I said.

I wish, I wish I hadn’t said it. I had a dream about him the other night. I don’t usually

remember my dreams at all, but I remember this one, some of it anyway. He was

back at home milking cows again, but he was in uniform with his tin helmet on. It

was scary because when I came into the milking parlour, I spoke to him and he never

looked up. I shouted but he still never looked at me. It was like one of us wasn’t

there, but we were. We both were.

Reading day 4 questions

1) Why does Lily not want to be as old as her Grandfather? Find evidence from

the text to support your answer.

2) Find 4 reasons in the text to show why Lily wants to be seventeen

3) What one piece of information did Barry tell Lily about his dad?

4) How was London so different from where Lily was living at the moment? Find

evidence in the text to support your answer.

5) Why do you think Lily has started having strange dreams about her dad?

Literacy – Thursday

Over the last few days, we have been looking at what makes a good mystery story opener. Today, we are going to focus on story setting. Choose one of the images above (or choose an image of your own) and complete the story setting plan (below).

Now, using your plan to help you, write a descriptive story setting. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Let’s remind ourselves of some of the language features we have been looking at so far, did you include any of these features?

Features Included in my writing

Adjectives

Adverbs

Similes

Metaphors

Personification

Short, snappy sentences

Sentences that appeal to the senses

Ellipsis

Interesting vocabulary

Descriptive language

Variety of punctuation

Maths – Thursday

Percentages, decimals and fractions Day 4

Arithmetic

63 x 52 15.5 – 6.47 4225 ÷ 13

1

4 x

1

7 55% of 480

563,832 – 38,471

625 x 27 20 x 3

1

2 20 – 4 x 2

1)

2 Four friends share a pizza. Whitney eats 35% of the pizza, Teddy eats 0.4 of the pizza, Dora

eats 12.5% of the pizza and Alex eats 0.125 of the pizza. Write the amount each child eats as a fraction. Who eats the most? Who eats the least? Is there any left?

3 In his first Geography test, Mo scored 38% In the next test he scored 16 40 Did Mo improve his score? Explain your answer.

4 What do you need to add to 5.34 to get 5.7?

Give your answer as a decimal number.

5

220 visitors to a theme park are asked to choose their favourite ride. How many visitors choose 'The Really Fast One' as their favourite?

PSHCE– Thursday

Last half term, and over the past couple of weeks, we have been thinking about what we need

to do to keep our bodies healthy.

Staying healthy during the lockdown can be more of a challenge for some, than it is for others.

Have a read of some of the suggestions (below) of things you could do to help maintain a

healthy mind, during lockdown.

Looking after your mental health

To support your mental health at this time, you could try some of these steps.

Practise self-care

It's easy to slip into the habit of sleeping late, spending all day in your pyjamas and eating junk

food, but looking after yourself is essential for your mental health. Even simple tasks such as

washing your face can feel difficult sometimes, but they can make a big difference to the way you

feel.

Ensure you are in a well-ventilated room and following basic self-care, so healthy eating, sleep,

lots of hydration, and try to keep to a routine.

Exercise if you can

Getting moving is easier said than done when you feel low or anxious, but it can significantly boost

your mood.

Exercising at home can be simple and there are options for most ages and abilities, including yoga

videos or cardio workouts. You can workout in your house, or in your garden – if you are lucky

enough to have one!

A daily walk or bike ride is another good form of exercise.

Set up buddy groups

Set up a "buddy group" with family or friends and regularly checking in with people, either online

or by phone. That way, you can offer support to anyone struggling or reach out to others if you

need to.

Distract yourself

It's important to try to keep busy, whether that means going for a daily walk or learning a new

skill. There are still plenty of activities you can engage with at home, including: crafts, painting,

reading, completing homework, cooking and baking.

Be kind to yourself

If you don't feel up to doing anything, though, that's fine too. It's important to be kind to yourself

and recognise when you need a break.

Task 1 – Design a poster, which you could put in your window (or post on Twitter), which advises

people of how they could stay healthy during lockdown – you can use the advice from above

and include any other ideas you may have.

Task 2 – Design a 5/10 minute workout routine that people could try in their homes. Try to think

of household items they could use, in place of the usual items at the gym. For example - Holding

a can of beans/soup etc in each hand, raise your hand to shoulder height and then push

upwards, into the sky. Repeat 15 times.

Now, try out your exercise routine and if you can, get someone else to join in too. Photo

evidence would be amazing!!!

Reading – Friday

So, what’s an X-Ray?

X-Rays were first discovered in 1895 by Wilhelm Conrad Röentgen, a professor at Würzburg

University in Germany. During an experiment, he noticed this ‘unknown energy’ so called it ‘X-

radiation’. For this discovery, Röentgen was awarded the very first Nobel Prize in Physics, in 1901.

An X-Ray is a form of electromagnetic radiation with a small wavelength; so small that it can’t be

seen by the human eye. Due to this small wavelength, X-Rays can pass through some solid objects

but not all, it depends how dense the object is.

Why does the X-Ray photograph only show bones?

The human body is made up of bones, skin, tissue and muscles. All of

these have varying densities but bones are the most dense.

When you pass an x-ray through a body, the bones are the only part

through which the x-rays are not able to pass. If you place photographic

paper on the other side of your body, only those rays, which have passed

through the body, will turn the paper dark.

This is why bones show up as white spaces on an x-ray and how doctors

can tell if you have an injury to your skeletal structure.

Why can’t you wear metal when having an X-Ray?

Metal is very dense so it stops the X-rays getting through and blocks the

view of anything behind. This can be very useful when looking at other

objects.

This is a scanner in an airport. Look at how some objects show up more

than others. The material of the bag is less dense so it’s image is lighter.

The knife is hidden in the bag, but not hidden from the X-Ray!

This image has been

coloured red to show where

the break in the bone is.

(2)

(2)

Literacy – Friday

My Mystery Story Task – Below, is the story opening for a mystery story but it is not as detailed as some of those you have read so far. Have a close look at the picture and then read the story opening. As you are reading, think about: who the characters may be; where they are; what they are doing and what may have happened – jot your ideas on the next page.

She was sure this was where he disappeared. Although, it was hard to

tell: the lantern’s power was already beginning to fade and the

shadows were gathering around her. A breeze brushed against her

face and sent the leaves rustling; they seemed to whisper “leave this

place…”

The fear tasted bitter in her mouth, but she couldn’t turn back (who

else would search for her brother?) With trembling hands, she

lowered the lantern and spotted a hole half-buried next to an ancient

oak tree. She moved closer…

Mind map your initial thoughts

Once you have finished jotting down your thoughts, have a go at re-writing the story opening using all of the skills you have learned this week. Think about: How you are going to structure your writing. Including a detailed character and setting description. Adding interesting language choices. Structuring your sentences to grip your reader.

Who might the girl be? Why

might she be there? Where is

she? Who has gone missing?

When did she last see them?

Where are her parents? Is the

lantern or oak tree

significant? etc

My mystery story opener ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary you could include

Maths – Friday

Percentages, decimals and fractions Day 5

Arithmetic

11

5 -

1

4

1

2 ÷ 4

7

9 +

4

27

6

12 ÷ 3

0.3 x 100 6789 – 234

4663 ÷ 17 5677 x 23

4/5 x 6

Problem solving

Ben, Jack and Emma were playing a game with a box of 40 counters - they were not using

all of them.

They each had a small pile of counters in front of them.

All at the same time, Ben passed a third of his counters to Jack, Jack passed a

quarter of his counters to Emma, and Emma passed a fifth of her counters to Ben.

They all passed on more than one counter.

After this they all had the same number of counters.

How many could each of them have started with?

Topic – Friday Art– Picasso: Cubist portraits

Using the chart below and a dice, create your own Cubist portrait inspired by Pablo Picasso.

At the bottom are some examples to give you a little extra inspiration! If you have access to a

computer, why not try creating your portrait using the ‘Microsoft Paint’ software.

Just for Fun!

We know how some of you love a good Maths challenge! Here are a couple more to keep you going this

week!

1.

2.

3.

We will include these answers to these questions at the end of next week’s pack!