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Year: Six Week beginning: Monday 20 th April 2020

Shared ReadingMonday Treasure Island Pages 5-8 (top of page 8). Vocabulary - write these words in your book then write the meaning of each.cove, capstan bars, foghorn

Questions - Write each question in your book and answer them.1.) What is the effect of mentioning the ‘sabre cut’ on the old seaman? 2.) What other information can you infer about the man and his past? Relate your ideas to evidence in the text.3.) What/who does he tell the narrator to look-out for? Why do you think this may be?

TuesdayTreasure Island Pages 8-12. Vocabulary - write these words in your book then write the meaning of each.walking the plank, Dry Tortugas, cocked hat, assizes

Questions - Summarise the pages you have just read in no more than 5 sentences for each page.Remember when you summarise, think of Who, What, Where, When, Why, How.

WednesdayTreasure Island Pages 13-29. Vocabulary - write these words in your book then write the meaning of each.hoar-frost, hilt, fugitive, buccaneer

Questions - Write each question in your book and answer them.1.) Page 13 '... Find and copy the word closest in meaning toanger and annoyance.

2.) Page 14- What did the author mean when he said the man asked 'with a kind leer'?

3.) Read the paragraph (on page 17) beginning 'When I returned...'What atmosphere is created? Give evidence from the text.

4.) Page 20- What did the doctor mean? '...dragged you headforemost out of the grave...'

ThursdayTreasure Island chapters 4-6. 1 Vocabulary - write these words in your book then write the meaning of each.Specimen, comrade, aloft, magistrate, squire

Questions - Write each question in your book and answer them.

1.) '...and small thanks to you big, hulking, chicken-hearted men! We'll have that chest open, if we die for it...'

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ThursdayTreasure Island chapters 4-6. 1 Vocabulary - write these words in your book then write the meaning of each.Specimen, comrade, aloft, magistrate, squire

Questions - Write each question in your book and answer them.

1.) '...and small thanks to you big, hulking, chicken-hearted men! We'll have that chest open, if we die for it...'

Spellings

Click on play to play the games. Click on view or print to see the word list.

Monday Spelling Rule 37 - Endings which sound like /ʃəs/ spelt –cious or –tious

play - view wordsprint word list

Tuesday Spelling Rule 38 - Endings which sound like /ʃəl/ (e.g. social, crucial... etc.)

play - view wordsprint word list

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Spellings

Click on play to play the games. Click on view or print to see the word list.

Monday Spelling Rule 37 - Endings which sound like /ʃəs/ spelt –cious or –tious

play - view wordsprint word list

Tuesday Spelling Rule 38 - Endings which sound like /ʃəl/ (e.g. social, crucial... etc.)

play - view wordsprint word list

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Comprehension, SPaG and WritingPlease note that all assignments on Reading eggs and SPaG are locked until 20th , 21st and 24th April.Please email nlewis@northwold.hackney.sch.uk if you have forgotten your login details.

MondayComprehension – (181 On the Trail of the GOLDEN MAN) https://readingeggs.co.uk

TuesdayGrammar, Spelling and Punctuation – Terminology A and B www.SPaG.com

WednesdayPlan your writing and do a first draft on a blank sheet of paper.How has the character of Jim changed from when we met him at the start of the novel? Use evidence from the text to support your writing. (Write around 3 paragraphs; start by saying who Jim is and describe him).Think about why Jim might have changed the way he did. What could have caused this sort of transformation?

ThursdayRe-read, correct spelling, punctuation, tense and other grammatical errors (ask someone at home for help). Re-write yesterday’s work in your book. Use your neatest (joined) handwriting; make sure you do not make the same mistakes as yesterday.

DRAW THIS DIAGRAM IN YOUR BOOK TO HELP YOU PLAN YOUR WRITING (WEDNESDAY)

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Science- Year 6- Week OneLearning Objective

To understand how fossils can be used to give us information about living things that lived many years ago.

Success Criteria I can explain the work Mary Anning did I can describe how fossils are formed I can explain the process of fossilisation I recognise that fossils are evidence for evolution

Examples for Wednesday and Thursday

Example 1

The novel begins with a scene showing… His life is the very essence of…But then … appears…Now, for the bulk of chapters … to … of the novel, Jim is clearly… boy we saw at the beginning. The question is, does he return to his old self once we get to the end…

Example 2

In "Treasure Island," the reader is introduced to a ADJECTIVE, ADJECTIVE, boy named Jim, who is (what is he doing) . As Jim… he begins to show ADJECTIVE and ADJECTIVE for HIS parents… who…

Jim is a… (What does she look like? How does he act? How do other characters in the story react to him in the beginning of the novel?)

FridayComprehension – (182 - In the Clear?) https://readingeggs.co.uk

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Key VocabularyFossil Preserving EvolutionProcess Palaeontologists EvolvedFossilisation Pressure SkeletonsMary Anning Dissolve Minerals

Task one - Who was Mary Anning?Mary Anning was a famous fossil hunter. She was born in 1799 and lived in Lyme Regis by the sea. Her parents, Richard and Molly had ten children. Mary and her brother Joseph were the only children to survive to adulthood.Watch the story of Mary Anning (12:02 mins)https://www.youtube.com/watch?v=qNOh-85_Dmc

Task Two - What is a Fossil?Fossils are the stone remains of dead animals or plants. Fossils are usually the skeletons of animals and plants but not always. Fossils can also be things made by animals like footprints or poo!Watch what a fossil is (3:32 mins)https://www.youtube.com/watch?v=xQBkawjFVIA

Task Three - What is the Process of Fossilisation?When an animal dies its remains get covered in mud of dirt. Over thousands of years pressure builds up from the layers of rock and mud. The skeleton is dissolved by ground water and makes a perfect mould of the skeleton.Watch the process of fossilisation (2:34 mins)https://www.youtube.com/watch?v=3rkGu0BItKM

Task Four – How do Fossils support Evolution?Fossils are very useful for telling us more about how animals and plants have evolved over time. Fossils provide palaeontologists (scientist who studies fossils) with information about the evolution of living things that inhabited the Earth millions of years ago.Watch how fossils help with evolution (3:41 mins)https://www.youtube.com/watch?v=iYr3sYS9e0w

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Final ActivityYou are to write an explanation text providing information on the following:

Mary Anning’s fossil research What fossils are The process of fossilisation (you could create a flow

chart diagram) What information this provides scientists about the

evolution of living things that inhabited the Earth millions of years ago

You can type up your explanation text in a word document or a PowerPoint or write it on paper. If you type it you need to save it in a folder and name the document- Science Week One-Fossil

Explanation Text

Explanation Texts Checklist

Have you included….. A clear title to show what is being explainedAn opening statement to introduce the processClear steps to show how or why something occursThe events in orderConjunctions of time (e.g. before, after)Causal conjunctions (e.g. because, so, this causes, therefore, consequently)Illustrations/diagrams/flow charts to make the explanation clearer

History- Year 6- Week OneLearning Objective

To understand the experiences of Victorian prisonersSuccess Criteria

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I can recall main things the Victorians introduced to prevent crime

I can explain the hard labour tasks that Victorian prisoners had to do

I can describe how I think a Victorian prisoner would have felt

Key VocabularyVictorian Prison Picking OakumPolice Hard Labour The CrankSir Robert Peel Treadwheel SilencePeelers Shot Drill Isolation Separation

Task one – The Police ForceThe police force was first introduced in London in 1829. Sir Robert Peel introduced them as part of a campaign to improve public law. These policemen were called ‘Bobbies’ or ‘Peelers’. By 1839 other areas of the country were developing their own police force.Watch the story of Robert Peel (3:31 mins)https://www.youtube.com/watch?v=5sIfsK7OhQc

Task Two – Victorian PrisonsThe Victorians worried about crime. However, they were growing increasingly angry about people being hanged as punishment. This created a problem: how should criminals be punished? As a result, other ideas were tried out. One of these was building prisons and using jail to prevent people from committing further crimes.

During the Victorian period prisons became the main form of punishment for lots of different crimes.Between 1842-1877, 90 prisons were built or added to. It was a huge building programme which cost millions of pounds.Watch what a Victorian prison was like for a young offender (7:21 mins)https://www.youtube.com/watch?v=_IAGJGwoLss

Task Three – Hard Labour, Separation and SilenceLife in a Victorian prison was extremely tough. Even people who were put into prison for less than three months had to do hard labour. This meant carrying out very physically demanding tasks in complete silence, and often they were for no purpose at all.

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The main tasks were:Treadwheel- moving a huge wood and iron wheel with steps; the prisoner had to step on them with all his weight to make the wheel moveShot Drill- Lifting a heavy iron cannonball, move three paces to the right, put it down. Move back three paces and repeat the task again.The Crank- Turning a crank 10,000 times a day, to earn meals for the day.

Prisoners were kept on their own in cells for most of the time. When they were allowed out, such as for exercise, they were not allowed to see or talk to each other.

Watch more about punishments in Victorian prisons (6:10 mins)

https://www.youtube.com/watch?v=uVJ3nK4KTlc

Final ActivityYou are to write a diary entry imagining the day in the life of a

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Victorian prisoner, based on their experience of hard labour tasks in the prisonThink about:

How did you feel? How would it have felt to do that thousands of times

every day? What do you think would happen to you after a few

weeks? After a few months? Did you try to communicate with any one? How could you

do this without being caught by the wardens?

You can type up your diary entry in a word document or write it on paper. If you type it you need to save it in a folder and

name the document- History Week One-Victorian Prisoner Diary Entry

Explanation Texts Checklist

Have you included….. A clear title to show what is being explainedAn opening statement to introduce the processClear steps to show how or why something occursThe events in orderConjunctions of time (e.g. before, after)Causal conjunctions (e.g. because, so, this causes, therefore, consequently)Illustrations/diagrams/flow charts to make the explanation clearer

Geography- Year 6- Week OneGeography

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Over the next few weeks you are going to learn about rivers and mountains.

Learning ObjectiveTo understand where our water comes from

To know about major rivers in the UKSuccess Criteria

I can explain the water cycle I can locate key rivers of the UK I can identify the source of a river and the sea it flows into

Key VocabularyWater cycle Condensation InfiltrationHydrological cycle Precipitation SourceThe H2O cycle Accumulation MouthEvaporation Transpiration Course

Task one – What is the water cycle?The water cycle is the name we give to describe the way water moves throughout planet Earth. The water cycle has two other names: The hydrological cycle and the H2O cycle.The water cycle has four main parts. These are the steps the water goes through when it’s moving through the Earth: evaporation, condensation, precipitation and accumulation (collection).

Watch the water cycle process (5:15 mins)https://www.youtube.com/watch?v=auvGBmIxG08

Activity – Water Cycle Diagram, Glossary and Explanation

1.Create your own water cycle diagram using the one below as a guide (drawing/lines in pencil, labels in pen)

2. Label your diagram in the correct place with the words given below

3. Create a glossary for the key terms with the correct definition

4. Use your diagram and glossary to write a detailed explanation of the water cycleExplanation sentence starter: Water from the sea (or a similar body) is warmed by the Sun….

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Use these websites to help with the activities above:

http://www.primaryhomeworkhelp.co.uk/swater.htmlhttps://www.kidzone.ws/water/https://www.bbc.co.uk/bitesize/topics/zkgg87h/articles/z3wpp39

Water Cycle Diagram: Labels to add:

evaporationtranspirationwarm air risescondensationprecipitationsurface run-offinfiltrationground water store

Task Two – Did you know?The water you drink everyday is the same water that has been around since the Jurassic Period!

The sun is necessary in the water cycle: no sun means no evaporation.

Only 2.5% of the world’s water is freshwater.

Can you find out some of your own interesting facts about water and the water cycle?

Activity– Major Rivers of the UK1. Find out what the top ten major rivers of the UK are2. What does the source of a river mean?3. What does the mouth of a river mean?4. Use atlases and maps to find the source and mouth of the

10 longest rivers in the UK and identify key towns/places along their course

5. Create a table to record your research (see table template below)

Use these websites to help with the activities above:

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https://primaryfacts.com/rivers-facts-information-and-resources/https://www.youtube.com/watch?v=AMu5D6ToZv8 (1:36 mins)https://www.mapsofworld.com/united-kingdom/united-kingdom-river-map.html

UK Rivers TableDraw a table using the example below. For each river: identify the area of the land in which its source is located the key towns along the river’s course the location of its mouth

River Name Source Mouth Key Towns

TweedSouthern Uplands

North Sea Glasgow, Greenock,

Lanark

Activity – The River Thames Create a fact file about the River Thames

Remember to include where the source and mouth is, locations along its course, how long it is.Use the websites below to find out other key facts about the river- its importance through history/how it is used.

Watch River Thames from source to mouth:https://www.bbc.co.uk/bitesize/clips/zjkhfg8 (6:41 mins)https://www.youtube.com/watch?v=l-znrVgVyck (3:22 mins)

Use these websites to help with the activities above:http://www.primaryhomeworkhelp.co.uk/riverthames/facts.htmhttps://kids.kiddle.co/River_Thameshttps://secretldn.com/weird-river-thames-facts-trivia/

ChallengeFind out the answer to this question:

Do all rivers flow into the sea?

Write a paragraph explaining your answer.

RE- Year 6- Week One-Creation StoriesReligious Education

Over the next few weeks you are going to learn about a range of creation stories from world religions, less

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known or extinct religions as well as different cultures.

Learning ObjectiveTo be able to retell the Judeo-Christian story of creation

Success Criteria I can understand why Jews and Christians have the same

creation story I can sequence the Judeo-Christian story of creation

Key VocabularyCreation Existence GodJudaism Genesis EarthChristianity Bible CreatorJudeo-Christian Torah

Task One – Creation StoriesWatch the video below to give you a brief overview of how various religions have similar and different beliefs on how Earth was created.

https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks3-a-z-of-religion-and-beliefs-c-is-for-creation-stories/zvfp382 (2:24 mins)

Task Two – Judeo-Christian Creation StoryCreation: The act or process of bringing something into existenceCreation Stories: Are religious stories that explain how the Earth and humans came into existenceJudeo-Christian: Refers to those aspects of Judaism and Christianity which are essentially the same in both religionsGenesis: Means ‘the origin and the way the universe was formed. It is the 1st book of the Bible and the Torah

Both Jewish and Christians believe that the Earth was formed as told in the Story of Creation in the Book of Genesis.

Watch the Judeo-Christian Creation Storyhttps://www.youtube.com/watch?v=yZ1Fd_SPC18 (3:28 mins)https://www.youtube.com/watch?v=teu7BCZTgDs (3:47 mins)

Activity – Judeo-Christian Creation Story

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Choose one of the following ways of retelling the Judeo-Christian story of creation:

Create an animation using Scratch (or another similar program you have access to)

Create a comic strip Write a descriptive retelling

Points to remember:1. Have you included all seven days?2. Have you sequenced the story correctly?3. Have you contained all the relevant information?4. Have you added extra information? If so, is it

accurate?

Activity – EvaluationAfter you have retold the Judeo-Christian Creation Story write an evaluation paragraph.

Think about the following questions:1. How are the stories similar?2. How are the stories different?3. Are the differences important?4. Do they affect the context of the story?

Art and Design-Week OneArt and Design

Over the next few weeks you are going to learn about a range of different artists.

Learning ObjectiveTo know about the work of Carl Warner

To be able to draw in the style of Carl Warner

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Success Criteria I can explain what I know about Carl Warner and his

‘foodscapes’ I can choose appropriate colours I can produce a drawing that shows I have looked closely

at the colours and texture of an object

Key VocabularyCarl Warner Observations PerspectiveSculptor Colour EvaluationFoodscapes Dimensions

Task One – Who is Carl Warner?Carl Warner is well-known for his ‘foodscapes’ where he photographs fantasy landscapes using fruit and vegetable sculptures.

http://www.carlwarner.com/ Use this website to learn more about Carl Warner and his art work, particularly his foodscapes.Whilst looking at his work note down which pieces caught your eye. Why?

Watch these videos demonstrating how Carl Warner creates his artwork.

https://www.youtube.com/watch?v=N8bpnvyLVLA (3:06 mins)https://www.youtube.com/watch?v=c55-bMMcLNA (5:41 mins)

Activity – ObservationsUse http://www.carlwarner.com/artist/?foodscapes and the selection below to find examples of Carl Warner’s foodscapes that have caught your eye and interest you.

Activity- Choose one of the images and answer the following questions:

1. What can you see in the picture?2. Which colours are used?3. When was it made?

4.What material is used to create this picture? 5.Why do you think the artist made it?

6. How does the image make you feel?

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Garlicshireby Carl Warner

Yellow OasisBy Carl Warner

Banana BalloonBy Carl Warner

Broccoli ForestBy Carl Warner

Activity – Fruit and VegetablesIf you don’t have any spare fruit or vegetables (you will need to cut it up to look inside) use the internet to look at pictures like the examples below.

It is important to do close observations of objects you are going to draw, paying attention to the colours, shades, shapes, textures and any patterned marks (inside and outside).

Activity- Using real objects or photos practise drawing and colouring your own observational sketches of different fruits and vegetables you may consider using in your own ‘foodscape’.

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Inside a red cabbage Close up of Romanesco

broccoli

Inside a kiwi

Exterior and interior of strawberries

Activity – Create your ownIt is now your chance to create your own ‘foodscape’ inspired by either a fruit or vegetable or a particular themed colour.

Remember to: Use the examples of Carl Warner’s artwork as inspiration

for your own piece Use appropriate colours (shaded neatly) Create an interesting title for your ‘foodscape’

Challenge

Can you design (in the style of Carl Warner) a picture about your life at school, using only objects found in the

classroom e.g. pencils, rulers...

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