Happy Birthday Sarah!
Have a wonderful day!
Activities for the week beginning 27.4.2020
Hope you all had a good first week of home learning after the Easter holiday. Here are the activities for this week.
Things you can do every day:
Maths Focus- Shape
*2D shapes (two-dimensional/ flat shapes): circle, square, triangle, semi-circle.
Vocabulary to describe their properties:
Some ideas for activities you can do with 2D shapes:
*3D shapes (three-dimensional/ solid shapes): cube, cuboid, sphere, cylinder, cone
Vocabulary to describe their properties:
Face is a flat or curved surface. Edge is where two faces meet. Vertex is a corner where
edges meet. Vertices are found on shapes with more than 1 vertex..
Some ideas for activities you can do with 3D shapes:
2. Doing the above using plastic/wooden bricks, other construction materials or items found around the house.
3. Try making the shapes using paper, e.g rolling a piece of paper into a cone. Make a tube shape and then adding a circle face at each end to make a cylinder etc.
Numberblocks – Continue to watch Numbers 11 to 20- watch the Series 3 videos on individual numbers 11 to 15 and Series 4 videos on individual numbers 16 to 20. These will give your child an all round understanding of each of the numbers.
*Shapes: watch Series 1: The Three Little Pigs and the Big Bad Square and
Series 4: 6 Square Club.
Topic activities linked to 'Homes'
As part of our 'Homes' topic this week we will be focusing on the story of 'The Three Little Pigs'. Parents/carers I have highlighted in bold key vocabulary you should encourage your child to use and questions you should ask them.
If you don't have the book you can find the version of 'The Three Little Pigs' we are using at: https://m.youtube.com/watch?v=xGFjzp8wl1E if you have the story at home but it is slightly different adapt the questions to suit your story.
Questions for parents/carers to ask about the story:
Key vocabulary: pig, wolf, mother, house, straw, sticks, bricks, build, blow, 'chinny, chin, chin', burnt, strong, huff, puff, character, beginning, end, middle, events
Now the pigs are all living together draw and design a bigger house for the three pigs to live in together that will stop the wolf from getting in. If you have any construction materials such as Lego perhaps you could build it and take a picture. Where are the pigs going to sleep? What materials are you going to use to make sure the wolf can't get in the house? Is there anything you could do to improve your model?
Sentence writing activity
Through the course of the week build up to writing a simplified version the story of 'The Three Little Pigs'. On the first day write the beginning of the story including the first pig building his house, on the second day write about the second and third pigs building their houses, on the third day write about the wolf trying to blow the houses down and on the last day write about what happened at the end of the story. Depending on how challenging your child finds it to write, choose whether they write one simple sentence each day, write a longer sentence (use 'and') or write more than one sentence. You can find more information about how to help you child with writing by referring to the 'How to write a sentence' information sheet in your "Home Learning" envelope.
Additional writing activity - Write a letter to the pigs from the wolf to say sorry for blowing down their houses and trying to eat them. What could the wolf say to make the pigs forgive him?
Key vocabulary: letter, word, sentence, Fred Fingers, gap/space, full stop, dear, from
In the story the wolf tried to blow down the pigs houses. Now it's your turn to be the wolf and try out this experiment:
You will be predicting how far you can blow objects across a table/floor and then testing them out. You can either use your own breath to blow them or a hairdryer or both!
Find three varying objects from around the house such as a tissue, Duplo brick and a tub of playdough. You will be testing these objects, so draw them on a piece of paper. What are they made of? Will the object's size make a difference?
Before you begin blowing, predict which items would be blown away by the wolf’s huffing and puffing. Hold the items and make comparisons. Predict which of the items you think you could blow the furthest and record your prediction. You can do this by either writing the name of the object down or writing your prediction in a sentence. Parents/carers this would be a good time to discuss vocabulary such as light, lighter, lightest or heavy, heavier, heaviest.
Then test out the objects, talk about it being a fair test by blowing all the objects across the same table/part of the floor, starting in the same place. You may want to put a piece of tape or ribbon at the furthest end of the table/floor so you can easily see which object was blown furthest.
When the experiment is finished look back at your prediction. Was it correct? Why/Why not? Which object did you blow the furthest? Why do you think you were able to blow it further?
To finish revisit the story and talk about the materials the wolf was able to blow down and also the one that wasn’t so easy. Make comparisons to the materials you were able to blow and the one that didn’t move (if that happened). Which materials could the wolf blow down in the story? Which materials could you blow? Which material in the story was the wolf unable to blow down? Why? Which material couldn't you blow?
Key vocabulary: fair test, prediction, far, furthest, light, lighter, lightest, heavy, heavier, heaviest, compare, experiment, result, materials-specifically what the objects were made of.
Den making activity
Make your own home/den from things around your house. What do you need to build your house? Write a list of what you are going to use and then draw a picture of what it will look like. Label parts such as the roof and door. Gather the resources and build it with the help of an adult. Questions: How are going to attach that? Is it strong enough? How can you make it safe? It must be big enough for you to fit inside. How can you make it bigger? What things do you need in your house? Why? Take a photo to bring back to school to show and explain to all of your friends.
Key vocabulary: house, den, roof, door, entrance, window, wide, narrow, big, bigger, small, smaller, high, higher, attach, join, fix, inside, stable, safe, strong, stronger
Music and drama activity
https://m.youtube.com/watch?v=gnCSgyePBtQ This video narrates the story of 'The Three Little Pigs' with classical music. Listen to the narrator and with an adult or other members of your family act out the story either as the pigs or the wolf and try to match your movements to the music and storyline, this could include dancing where appropriate.
Afterwards reflect on the storytelling, to support your child to answer the questions you may want to play a clip of the section you are discussing. Possible questions to ask: How did you feel when the wolf was blowing down your house? Why did you choose those movements when you were building the brick house? What was the music like when the wolf crept up to the straw house? Why did the music get faster when the pig who built the straw house escaped to the stick house? Why were the violin strings plucked when the wolf was on the roof? Adults talk to your child about how the music reflects how the characters are feeling and the events in the story i.e when the pigs are scared the violin makes a noise that sounds like shaking. If you have a chance repeat the activity but this time switch roles with the adult.
Key vocabulary you may want to focus on: movement, dance, fast, faster, slow, loud, quiet, slower, violin, pluck, feelings, emotions, facial expressions, act, story, character, event
*A tally chart is a quick way of collecting information without using numbers. Instead, you use 4 vertical lines and then the 5th line is crossed through the four vertical lines (see chart below).
The table below is an example of collecting information about the number of vehicles which went past my home in 10 minutes.
Making a tally chart can help you to count quickly in 5s instead of counting from the beginning.
Make a tally chart using features of your home. This will identify the number of each item in your home and you can use this information to make comparisons.
Copy the table below to make your tally chart or download & print out the chart in the 'Word' document below.
Features of your home
Number of tally
Some questions to consider?
Which feature has the most? How do you know?
Which feature has the least/ fewest? How do you think know?
Which feature(s) has more than the doors?
Which feature(s) has less or fewer than the rooms?
Are there any that are the same amount?
*With your adult's help, find things that need to be plugged in and switched on.
How do they start? Do you have to push a button, pull a handle? Where is the start/on button - on top of the device, on the side, underneath? How do you turn it off? Is the off button in the same place as the on button? Is the off button the same as the on button?
* Recap the different technological devices found around your home in Week 1. Some of them, such as mobile phones, tablets/iPads, have recording devices e.g. cameras, video recorders. (Don't worry if you have not done this yet - you can still do it!)
Can you take a photo/video of 5 technological devices that you would like to have in your newly designed home? If you cannot do this then cut up pictures of devices from catalogues (e.g. Argos catalogue) or draw your devices.
With your adult’s help, talk about why you have chosen these devices. Where will you put them? What will you use them for? How will you make them start/turn on? How can they help you? Why would you have them? If you are using a device, how will it record or take a photograph?
*Create your own technological device e.g. a robot to play games with, a dinosaur that can read stories to you, a ladybird doll that can put your toys away. Draw and label the different parts of the device e.g. on/off button, sound/voice, remote control. Or you can use recycled objects such as yogurt pots, cereal boxes to make your device.
*Draw, paint or make a collage of the people who live with you in your home. Then write who they are next to or under the picture.
(A collage is made by sticking different types of materials such as tissue paper, felt, coloured paper, sparkly paper, matchsticks, lolly sticks, string, ribbon, foil, etc.)
*Listen to the song 'The 3 Little pigs' by Silly Symphony up to 7mins 42 seconds on the link:
How does it make you feel? Tap to the pulse (beat), if you can hear it.
*Treasure Hunt - here are some items found in homes:
Where would you find these items in your home? What are they used for? Are they in any other rooms? If so, which other rooms are they in? How many can you find?
*With an adult, collect a cushion, a tea towel, a spoon, a chopping board, a grater and a piece of foil. Lay them on the floor or on your table. How do they look? Shiny, smooth, rough? Do they all look the same? Why? Why not?
Now feel each item. How do they feel? Do they feel soft, hard, rough, shiny, smooth, warm, cold? Do they all feel the same or different? How? Why?
Unfortunately not the ones with chocolate chips.
Our cookies ensure you get the best experience on our website.
Please make your choice!
Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:
A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is
used to prevent cross site request forgery.
An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have been dismissed.
An 'awsUploads' object is used to facilitate file uploads.
We use Matomo cookies to improve the website performance by capturing information such as browser and device types. The data from this cookie is anonymised.
Cookies are used to help distinguish between humans and bots on contact forms on this website.
A cookie is used to store your cookie preferences for this website.Cookies that are not necessary to make the website work, but which enable additional functionality, can also be set. By default these cookies are disabled, but you can choose to enable them below: