Here are some suggestions for next week’s Home Learning. Again, please don’t feel under pressure to complete all the work we set or feel pressured by what other people are doing. Some of you will have more time than others and some will be learning in different ways.
Keep going – you’re all still doing an amazing job.
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This is a very useful site which you might find useful. It has lots of information about supporting the health and well-being of children and adults:
Maths – Sharing and Division
Again please work through at your child’s own pace. Start with the first task, and as your child becomes confident with that, then move on to the next one.
For extra practise or to consolidate their learning, there are clips to watch, worksheets to download and work through for each step and some extension questions at the end.
- Practise counting in multiples of 2, 5 and 10 forwards and backwards.
- Write out your 2, 5 and 10 times table. Remember the X symbol means groups of or lots of.
You will now need 5 soft toys or dolls and 20 counters/blocks/raisins or similar.
- Take 8 counters and share them equally between 2 toys.
Each child gets __ sweets.
So 8 counters shared equally between 2 is __ .
Draw this using a bar model with a dot for each counter.
- Now share 10 counters equally between 5 toys. Repeat the above.
- Finally, share 20 counters equally between 5 toys and then 2 toys. Record as above.
- For further practise sharing equally, you can download this worksheet
- Instead of saying 10 shared equally between 5 we can use the division symbol ÷
- Watch the clip as Divider Girl explains
- Download and answer these sharing questions drawing bar models to help you.
Here is an example:
- For further practise you can download this sheet. Remember to explain why?
- Division is the inverse of multiplication, just like subtraction is the inverse of addition.
Watch this video as Divider Girl explains:
- So, 4 lots of 2 equals 8 (4 x 2 = 8)
and we can also say the inverse, 8 shared equally between 2 equals 4 (8 ÷ 2 = 4)
Notice that the numbers we use are the same, but the order and the symbols are different.
Write out your 2 x table with the division inverse alongside.
E.G: 1 x 2 = 2 2 ÷ 2 = 1
2 x 2 = 4 4 ÷ 2 = 2 etc.
English – Phonics
Group 1: This week’s sound is the split diagraph ‘e-e’ as in these.
- Practise writing these words with the ‘e-e’ sound: these, evening, complete, swede, athlete, trapeze. Perhaps have a go at drawing a picture for the words and label them and look up the meaning of any of the words you don’t know.
- Play Buried Treasure on www.phonicsplay.co.uk. Click on the link for free phonics play, parents, phase 5, buried treasure and then on our sound of the week.
- What other ways are there of spelling the ‘e-e’ sound? (ee, ea, ey, y) Write all the options along the top of a page and see how many words you can come up with for each spelling.
- Choose a word with the ‘e-e’ sound and spelling and write a sentence with that word in it.
Group 2: This week’s sound is ‘ure’ as in cure.
- Practise writing these words with the ‘ure’ sound: cure, pure, , secure, manure
- Play Buried Treasure on www.phonicsplay.co.uk. Click on the link for free phonics play, parents, phase 3, buried treasure and then on our sound of the week.
- Choose a word with the ‘ure’ sound and write a sentence with that word in it.
- Practise writing the following capital letters and lower case letters: Aa, Bb, Cc, Dd, Ee, Ff
English – Flying continued
This week’s learning is continuing along the theme of flying. Here are some activities you might like to complete.
Activity 1: Synonyms (Words that mean the same)
In Year 1 we try really hard to use some really interesting words, so this activity looks to broaden our vocabulary. Thinking about flying, below are some verbs you might associate with flying or what you might see or do if you could fly.
Can you think of some synonyms (words that mean the same) for the words below and put them in a list? When you can’t think of anymore use a thesaurus online to learn some more. Can you think of any more words you might associate with flying? These could be verbs or adjectives. Can you fill a page with them?
Activity 2: Punctuation task – speech bubbles and speech marks
Go outside to your garden or next time you are on a walk listen out for the birds. Can you hear any singing? Imagine what they might be saying to each other by the tone of their song.
Write a bird’s conversation in speech bubbles.
Remember only the words the bird actually says go in the bubble. It’s always easier to write the sentence first and then put the speech bubble around your writing than try to squeeze your writing into your bubble.
If you want an extra challenge try writing your bird conversations using speech marks. Remember, just like speech bubbles, only the words that the bird actually says go inside the speech marks. Look at the conversation below using speech marks:
“Are there any worms? Are there any worms?”
“Over here! Over here!”
Notice how the punctuation (full stop, question mark, exclamation mark) go inside the speech marks too.
Click here to see Mrs Kholodenko explaining the task:
Activity 3: Write your very own Flying Adventure Story.
This activity can be spread over several days. We would like you to imagine you can fly, or maybe you are a bird. What adventure might you go on? Talk to a grown up or sibling about your ideas, what would they do if they were making up a Flying Adventure Story? When you think you have a great idea for your story put it into a story board. All you have to do is fold an A4 piece of paper into 6 boxes and write brief sentences of what is going to happen in your story in each of the boxes. It is very much like a plan for your story. You can illustrate it too. Now when you come to write your story you can use your vocabulary work from Activity 1 to include lots of interesting words and make sure you follow the plan from your storyboard. If you use speech why not have a go at using speech marks too. Don’t forget to give your story a title!
Geography – Holiday Poster
This week for Geography we would like you to create a holiday poster!
We want you to create a poster all about a holiday you have been on. It may have been a holiday in this country or much further away.
- It would be great if your poster could be bold and colourful.
- You might want to put the name of where you went in BIG LETTERS.
- Tell us what the weather was like, where in the world was your holiday destination, how did you travel there, where did you stay and what clothes did you pack?
- Was it a warm climate, rainy or chilly?
- Were you near a beach, the mountains, a city, the countryside or a town?
- What food did you eat?
- If you travelled abroad what language was spoken?
- What money was used?
- You could draw the flag of the country you took your holiday in.
You can draw pictures, stick on photographs, do bubble writing or type up information on the computer and stick it on! Did you visit any famous landmarks? Maybe you visited the Eiffel Tower in Paris or visited a castle in the UK. Perhaps you had a weekend in Cornwall or a week in Italy?
We would like to give you two weeks to complete your posters.
Don’t forget you can send photos of your finished posters to Mrs Morris
(firstname.lastname@example.org ) and we’ll put them on the Year 1 website page.
We hope you enjoy being creative and have fun making your posters!
Science – Garden Plants – Design a Garden
We have looked at wild plants – plants that grow without any help – but people plant seeds to grow plants in their gardens on purpose. What different types of plants can you spot in these pictures and why do you think they are grown?
- Fruit and vegetables to eat.
- Grass for a lawn to play on.
- Flowers to feed and house insects which will pollinate plants.
- Flowers to smell and look pretty.
- Trees can provide fruit or nuts and shade.
- Hedges to separate areas.
Here are some common garden flowering plants.
Look in your garden – how many plants can you identify?
Now design your own garden! You can make it as colourful as you like.
- Start with the basic shape – usually a rectangle – you could use a page of your book.
- Think about the features you want it to have.
- Will you have a lawn to play on?
- Will you have some play equipment?
- Will you have an area to grow some fruit and vegetables?
- Think about the other plants you will include – trees, hedges, bushes, flowering plants.
- What colour flowers will you have?
Draw it out to fill the page and colour it in. You could cut out pictures of plants from magazines and stick them on to make a collage if you would prefer.
If you want to research some plants, this is a useful website:
We’d love to see your finished garden designs. So don’t forget you can email them or post them on twitter. Have fun designing!
History – Colonel Samuel Franklin Cody
Last week we learnt about the Wright brothers who were the first people ever to pilot a powered and sustained flight. Only 6 weeks later, Colonel Samuel Franklin Cody was the first person to pilot a powered and sustained flight in Britain.
Watch these clips and read the news report to learn all about him and meet some of his relatives. Write down some notes to record what you have found out.
When did it happen? What was his plane called? How many wings did it have? How far did he fly? How high did he fly? Where did it happen?
Art – Flying Photos
This week’s art is a photography task, though it may not be you taking the photo! We would like you to create a “From Above” photo along the theme of flying. You are going to be part of your supersize artwork. Either using chalk or some materials from your home we would like you to create the wings of a creature with you as part of it. You might choose a butterfly or a bird and try to be as creative as possible. Your grown up may need a ladder to get high enough to create an effective photo. If you’re not entirely sure what is expected check out the photos below and hopefully it will all become clear!