week 6 - pohutukawa maths complete statistical ......week 6 - pohutukawa this work has been broken...

Week 6 - Pohutukawa This work has been broken up into Maths, Reading, and Writing. These activities are to be completed by the

end of the week.

Maths

Level 2 Group

Complete Statistical Investigation - Group 2

Here is a Video to help with understanding: https://www.youtube.com/watch?v=JXnpyur5Ahg

Gather data about a chosen topic, and display your data in a graph.

- Read instructions carefully - If you get stuck, ask a family member - If you are still stuck, research your question

Complete 20 Minutes of Mathletics each day

Level 3 Group

Complete Statistical Investigation - Group 3

Here is a Video to help with understanding: https://www.youtube.com/watch?v=JXnpyur5Ahg

Gather data about a chosen topic, and display your data in a graph.


Complete 20 Minutes of Mathletics each day

Reading

Level 2 Group

Read/ Watch - The Clock Tower

Complete the 10 activities to do with your story. Either print out the booklet of activities, or take screen grabs of the pages and use them on an app of your choice.


Complete 20 Minutes of Reading Eggs each day Read a Novel/Chapter book that you have at home

Level 3 Group

Read/ Watch - A Cloudy Lesson

Complete the 10 activities to do with your story. Either print out the booklet of activities, or take screen grabs of the pages and use them on an app of your choice.


Complete 20 Minutes of Reading Eggs each day Read a Novel/Chapter book that you have at home

Writing

The Writing Tasks are for all students: Complete the activities for: Partly Cloudy - Part 1 Partly Cloudy - Part 2 Watch these videos to help with understanding: Similes: https://www.youtube.com/watch?v=IPCWK8wx_eg Metaphors: https://www.youtube.com/watch?v=V4x8LStf09o Personification: https://www.youtube.com/watch?v=eZPTcFvFCwE

https://www.youtube.com/watch?v=JXnpyur5Ahg

https://www.youtube.com/watch?v=JXnpyur5Ahg

https://www.youtube.com/watch?v=IPCWK8wx_eg

https://www.youtube.com/watch?v=V4x8LStf09o

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

Planning a statistical investigation (Level 2) S2-1: Conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting, and displaying category and whole-number data; communicating findings based on the data.

Specific Learning Outcomes

● Write questions for statistical investigations and design a method of collection of data. ● Display collected data in an appropriate format. ● Make statements about implications or possible actions based on the results of an

investigation. ● Make conclusions on the basis of statistical investigations.

Description of Mathematics

It is vital when planning statistical investigations that the students understand the importance of the way that they plan, collect, record and present their information. If they are not consistent in the way they carry out any of these steps, they could alter their findings, therefore making their investigation invalid.

In this unit the students will first look at choosing questions to investigate, making sure that the topic lends itself to being investigated statistically. They will then collect their data using tally charts. Once they have collected and recorded their data they will present their findings as bar graphs.

Required Resource Materials

● Paper and pencils ● Presentation materials

Activity

Choosing a topic

Choose an idea that you can investigate at home. How many birds fly past the window? What type of birds fly past your window? How many cars are still driving past your house during lock-down? What colour cars drive past your window?

It would be great to create your own.

Share your topic via private comment with your teacher.

Data Collection

Data collection is a vital part of the investigation process. In this session students will collect data in tally charts for analysis in the following sessions.

Collect the data using the skills you learnt in Part 1.

Graph Creation

Create a graph using the knowledge and skills you worked on in Part 1. You will need to use the most appropriate graph for your data. When you create your graph add a short paragraph about why you chose this graph.

Conclusions

○ The most popular… ○ The least popular… ○ Most students in our class…

Discuss with the students whether there is any action we should take as a result of any of the information we have found out in our investigations.

Planning a statistical investigation (Level 3) S2-1: Conduct investigations using the statistical enquiry cycle: gathering, sorting, and displaying multivariate category and whole-number data and simple time-series data to answer questions; identifying patterns and trends in context, within.

Specific Learning Outcomes

● write questions for statistical investigations and design a method of collection of data ● display collected data in an appropriate format ● make statements about implications or possible actions based on the results of an

investigation ● make conclusions on the basis of statistical investigations.

Description of Mathematics

It is vital when planning statistical investigations that the students understand the importance of the way that they plan, collect, record and present their information. If they are not consistent in the way they carry out any of these steps, they could alter their findings, therefore making their investigation invalid.

In this unit the students will first look at choosing questions to investigate, making sure that the topic lends itself to being investigated statistically. They will then collect their data using tally charts. Once they have collected and recorded their data they will present their findings as bar graphs.

Required Resource Materials

● Paper and pencils ● Presentation materials

Activity

Choosing a topic

Choose an idea that you can investigate at home. How many birds fly past the window? What type of birds fly past your window? How many cars are still driving past your house during lock-down? What colour cars drive past your window?

It would be great to create your own.

Share your topic via private comment with your teacher.

Data Collection

Data collection is a vital part of the investigation process. In this session students will collect data in tally charts for analysis in the following sessions.

Collect the data using the skills you learnt in Part 1.

Graph Creation

Create a graph using the knowledge and skills you worked on in Part 1. You will need to use the most appropriate graph for your data. When you create your graph add a short paragraph about why you chose this graph.

Ensure your graph has features such as:

1. Title 2. Axes – labelled 3. Scale 4. Key

Conclusions

○ The most popular… ○ The least popular… ○ Most students in our class…

Discuss with the students whether there is any action we should take as a result of any of the information we have found out in our investigations.

Presentations

The final presentation of the data each group has found out. Constantly evaluate what you are doing. It is fine to discover that a particular way of presentation is not working, and that it is a good idea to make adjustments.

Present information in a way that includes the important parts of their investigation.

Make a concluding statement that links directly with the original question you asked.

In groups, the students will share finished information with the class.

Talk about who could use the information that has been presented. Can we send it to anyone outside school? For example investigations related to a road safety issue could be forwarded to the local council.


PLEASE NOTEThe Literacy Shed website should ALWAYS be used under the supervision of an adult. There are some clips on the site which are only suitable for use with Year 6 children or KS3. Please ensure that children do not search the website independently.

The activities in this pack are designed to use with the following clip…

https://www.literacyshed.com/the-clock-tower.html

Other activities to complete after watching the clip:

• Tell the story in your own words.• Create a story to explain how the ballerina came

to be ‘cursed’.• Write a story to explain how the ballerina is

rescued from the tower or how she frees herself.• Compose some music to represent the sounds of

the Clock Tower at work.• Do some work on telling the time and solving time

related problems.• Build a model of the village.


Pause the film after 8 seconds, when we get a glimpse of the town. • What type of story do you think this is? • What can you see in the setting?

Pause the film on the clock face at 15 seconds • How does a clock work? • What does the word clockwork mean? • Why might there be lots of balloons floating up into the sky?

Pause the film as the girl looks out of the window? • Who is the girl? • What is her job? • What type of dancer is she? • What is the name of the wheels inside the clock?

Pause the film as the girls leaves the doors at 43 seconds • What has happened? • How is the town different now? • How does this make us feel? • What colour sky could make us happy?

Pause the film when the little girl tries to make the balloon move. • Why did the balloon turn green when she touched it? • How can she make the colour come back into the world?

Pause the film until the end. • What makes the colour in the world? • What is the little girl’s job? • What happens when the clock in the clock tower stops? • How do you think the little girl feels dancing in the tower all day?

Which other jobs might people have that makes them feel lonely? When do we feel lonely? What can we do to stop us feeling lonely?

*Note: there are no answers for these discussion questions.3


Point of view:Whilst watching the clip, choose three moments when you would like to hear an opinion from the dancer. Explain what is happening in the clip at that moment and then write in the speech bubble what you think the dancer would say if given the chance to share her thoughts.

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Word SearchCan you find the following words in the word search? Words can read forwards, backwards, up, down, diagonally and can intersect.

ballerina, balloon, beauty, clock tower, cogs, cursed, dancer, delicate, freedom, lonely, mechanical, monotone, pirouette, village,

e t t e u o r i p e r fm l w e o t g o c d e rv a m o n o t o n e u ei c a r e c n a d l o wl i e n d e l i e i r ol n m y i l h u s c i ta a o l n r g o r a p kg h d e a b e a u t y ce c e n d v c l c e e os e e o n o o l l a b lr m r l g l l i v a p cu c f s y l e n o l b w

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Reflect the tower across the mirror line.

Tower Reflection


Adverb and Verb PoemVerbs are often action words. They can describe physical

actions and mental actions. Fill the grid below by creating a list of dancing verbs. You might need to watch the clip again.

rotating spinning twirling pirouetting

This is the beginning of an Adverb and Verb Poem. An adverb is paired with a verb to create each line. This one is beginning very gently but perhaps the dancer could build up some speed in the poem.

The Dancer

Slowly twirling,Gently spinning,Beautifully gesturing,Easily reaching,

Adverbs often end in ‘ly’ and can be used to describe how a verb is performed. Fill the grid by creating a list of dancing

adverbs.slowly gently beautifully easily


My Adverb and Verb Poem

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Think carefully about and imagine a character who lives in the village.

Now fill in the details below.

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Name:

Age:

Job (if relevant):

Fill this box with words that people who know your character would use to describe them:

Sketch your character / part of them or something of great importance to them:


Imagine that your character has written a thank you letter to the ballerina and attached it to a balloon to float in to her.

Write the letter below. You must try to include these words: kind, helpful, talented, hard-working, important.

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Help the dancer catch the balloon by working out the best route through the grid. You need to try to find the route with the smallest total. This means you must add up each square that you pass through. You can move up and down or left and right but not diagonally.

Catch the balloon!

5 1 2 4 3 6 2 23 5 2 6 4 8 3 9 44 2 5 5 4 1 2 4 55 2 3 3 2 9 7 5 38 1 9 5 7 8 7 6 45 1 2 4 6 5 4 1 22 5 3 7 5 3 5 7 54 4 1 4 9 2 7 2 41 2 5 8 3 5 1 5 32 3 4 6 5 3 4 3 4

1 9 4 1 2 3 6 1


Write a description of the Clock Tower. Try to begin each sentence with a different word. Use the sentence openers and word bank below to help you.

Sentence Openers

Towering above….Underneath the…..Golden…..Delicate metal….On the hour……Smooth….Inside……

Word Bank:

warped, central, towering, twisted, mechanical, cogs, system, stone, wood, time, metalwork, clock face, tick, tock, strike, rotate, huge, imposing, golden.


My Clock Tower Description:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Answer PageTower Reflection:

Catch the balloon!:Total = 41

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PLEASE NOTEThe Literacy Shed website should ALWAYS be used under the supervision of an adult. There are some clips on the site which are only suitable for use with Year 6 children or KS3. Please ensure that children do not search the website independently.

The activities in this pack are designed to use with the following clip…

https://www.literacyshed.com/cloudylesson.html

Other activities to complete after watching the clip:

• Create your own written or oral weather report including details of some rather strangely shaped clouds!

• Write the narration and dialogue for the film.• Research the science of clouds.• Design your own ‘wand’ shapes for the clouds

you would like to produce and try to sketch the 3D cloud to match each.

• Create a set of instructions to teach a new trainee how to blow clouds.

• Write an information text about the history of cloud blowing.


Questions to ask:Pause the film before the title scene ‘A cloudy lesson’ where the house in the clouds is visible. • What is strange about this house?

Pause the film before the old man blows through the ring. • Is this an old or young man? How do we know? • What might their relationship be? • What do you think he is going to use this tool for?

Pause the film after the old man blows the 1st cloud and gestures the boy to do the same.

• Do you think that this is how clouds are actually made? • What is the old man saying to the boy?

Finish off this sentence to describe what happened. o With one little puff…

Pause after the boy blows his little cloud. • His cloud is small – what other words do we know that we can say instead of small?• How do you think the little boy is feeling?

Pause the film after the boy breaks the ring. • What has happened? • What do you think the old man will say to the boy?

Pause the film after the boy has made the ring into a star shape. • What is the boy’s plan?

Watch the film to the end. • Is this a happy or sad ending? • How do we know the characters are happy?

3


horror excitement jealousy interest

frustration anger annoyance pride

eagerness determination worry shock

fear inspiration hatred confusion

clarity joy disappointment love

exhilaration thoughtfulness

Keep Your Eyes OpenWatch the clip. How many of these emotions / attitudes do you see the characters experiencing throughout the short story? Tick each as you see it (or label with ‘M’ for Man and ’B’ for Boy to show who experienced each emotion). You may need to watch the clip two or three times.

4

Own ideas:


Zones of relevance (using words from previous sheet). Neatly write words in the smallest green box (the one containing the picture) which you think are the most relevant to the themes of the story from the boy’s perspective. In the next box write theme words which you think are relevant to the boy and the story but less important. In the outlying box, write theme words that you feel do not match the boy’s experiences in the story. Use words from the previous sheet and more of your own.


Diary writing.Imagine that you are the boy from the clip. Write a diary on the next page to detail the events from your perspective. Consider the questions below to help you make a bullet-point plan on this page. Was this your first attempt at blowing clouds?Who is the man and why is he training you?How were you feeling before your training?What was it like trying to blow your first cloud?What did the man say to you when you bent the wand?Were you expecting what happened next?How will you remember this day?

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My diary planning notes:


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Word bank for diary writingMan: bearded, skilled, compassionate, patient, caring, able, thoughtful, kind, expert, encouraging.Clouds: drifted, flexible, endless, coasted, buoyant, delicate, meandered, floated, hovered, varied, cottony.*Don’t forget to include some of the emotions vocabulary from the ‘Keep Your Eyes Open’ page.

Dear Diary,


Word StreamsLook at this word stream. Each new word has just one letter changed from the previous word:

blowflowflopslopslipshipshinthinthanthatchat

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How many words can you include in your own lists beginning with the starting words below?

wind sail


Cloud addition puzzles: Each number in the cloud pyramid is the total of the two numbers underneath (which touch it). Can you fill in the blanks?

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17 19 82736

1133 41

108 225

657


Grid problem solving: Use this grid and key to answer the questions on the next page.

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FCB ED GA H I J K

13

12

11

10

9

8

7

6

5

4

3

2

1

= 8= 13

= 4= 6

= 9


Answer the questions below using the grid and key on the previous page. (Please note that any square on the grid which a cloud is touching is worth the value of that cloud.)

1) E13 + I4 = 2) F7 x C8 =3) D2 ÷ B6 =4) B4 x H9 = 5) G2 + J9 + K2 =6) Add the total of all clouds in column J to the

total of all clouds in column E. Answer = Answer the following questions with a grid reference:

7) J13 + E9 = G2 + I4 + 8) C4 – C12 =The values of the clouds below have changed. Can you work out what each is worth?

1111

+ +

+ +

+ +

= 14= 19

= 30


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Cloud Poetry:

Read the example verse carefully and then add more of your own 3-line verses following the same pattern. The second one has been started for you.

I drift above a busy world,And watch the frantic lights of ant-sized carsCarve the darkness into jagged shapes.

I hover over noisy streets,And hear


Shape Reflection: Can you reflect the cloud shapes across the mirror line?

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Answer Page

Cloud Addition Puzzles

Grid Problem Solving1) 102) 723) 24) 1175) 276) 507) any8) any

Shape Reflection

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= 2 = 10 = 7

Partly Cloudy

Movie link Monday ★ Watch the movie in the link above ★ Watch the songs below to remind you what similes, metaphors and personification are

○ Simile link ○ Metaphor link ○ Personification link

Write a brief definition in your own words below.

Simile

Metaphor

Personification

https://www.literacyshed.com/uploads/1/2/5/7/12572836/pixar_2009__partly_cloudy_-_watch_or_download___downvids.net_298.mp4

https://www.youtube.com/watch?v=uoSBVNUO2LU


https://www.youtube.com/watch?v=VqBZMR83wCg

Tuesday ★ Create a description of the scene using similes, metaphors and personification. You may

need to watch the video again. ○ Use the table below to plan some sentences ○ Write your description

Similes Metaphors Personification

1.

4. 7.

2.

5. 8.

3.

6. 9.

1. Write a conversation between two pink clouds talking about Gus the grey cloud or between

two storks talking about Peck.

2. Rewrite the story as a straightforward narrative, adding in the feelings and dialogue between characters.

3. Write a letter from Peck to Gus - asking him to change what he is creating.

4. Write a letter of resignation from Peck to his boss, outlining all the problems he is having.

5. Discuss the moral of the story, is there something about friendship here? Someone has to

do the hard work.

6. Rewrite the story changing the creatures that Gus creates.

7. Change the narrative, perhaps Gus begins to create 'cute' creatures like the other clouds, what happens to animals like crocodiles then?

Partly Cloudy

Movie link Explainer Videos

○ Simile link ○ Metaphor link ○ Personification link

Wednesday - Choose an activity from the list below - write your draft at the bottom of this document Thursday - Recraft and Edit Friday - Publish - Think carefully about the app/tool you use - is it appropriate for the style of writing you chose? List of Activities

1. Write a conversation between two pink clouds talking about Gus the grey cloud or between two storks talking about Peck.

2. Rewrite the story as a straightforward narrative, adding in the feelings and dialogue between

characters.

3. Write a letter from Peck to Gus - asking him to change what he is creating.

4. Write a letter of resignation from Peck to his boss, outlining all the problems he is having.

5. Discuss the moral of the story, is there something about friendship here? Someone has to do the hard work.

6. Rewrite the story changing the creatures that Gus creates.

7. Change the narrative, perhaps Gus begins to create 'cute' creatures like the other clouds,

what happens to animals like crocodiles then?

https://www.literacyshed.com/uploads/1/2/5/7/12572836/pixar_2009__partly_cloudy_-_watch_or_download___downvids.net_298.mp4



https://www.youtube.com/watch?v=VqBZMR83wCg

Your Name:

Date:

Activity chosen:

Write your draft here:

week 6 - pohutukawa maths complete statistical ......week 6 - pohutukawa this work has been broken...

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