Last week’s homework was to create a competition entry for the Young Imagineers project. It required the children to think about how to make the world a better place and invent something that would contribute to this.
Here are some of the children’s favourites:
Lawn Mower Shoes (my favourite)
Salt-Water Purifier
Air-Powered Vehicles
Insta-Charger
Peace Sprinkler
I’ll be uploading all of the entries over the weekend so keep your fingers crossed.
This week’s homework is Creative and is due on Thursday 12 October.
I can explore my local area.
Get out and about in your local area and be the explorer. For your homework you could:
The children have spellings to practise this week.
All of the spellings this week have ‘fer endings and we’re learning how to add a suffix to these words. There will be no test on Friday but you need to practise adding suffixes to these words correctly. Sometimes you need to double the ‘r’ and sometimes you don’t.
All children should be practising their spellings in their homework book, using the techniques suggested at the back which we also use in class.
Year 6 had their first visit to Allerton Grange today to work with their sports leaders. We enjoyed basketball, football, hockey and netball activities which were well-delivered by the Y11s and well-received by the Y6s.
Thanks to Elias who was our class cameraman today and caught some great action-shots.
In topic lessons this week, we’ve been exploring the less explored. We learnt about the first British woman to climb Everest and then delved right to deepest part of the ocean: the mariana trench.
Then, we set sail to the Arctic. After discussing what we knew (and didn’t know) about it, we imagined that we were art a research camp, ready to set out on a day long expedition. Working in the Arctic requires lots of calories so we work in groups to plan what food we would take with us. We had to think about eating enough calories (3305kJ) to have enough energy for the journey; taking enough for all four members of the team to eat; and ensuring we stayed within our expedition budget of £60.
The children found the task difficult but worked well and resiliently together.
For Creative homework this week, we’re all entering a competition.
Young Imagineers has just been launched by the Science Museum and Statoil, the Norwegian energy company, who this year are opening the world’s first floating offshore wind farm, located off the coast of Scotland.
Aimed at encouraging children’s involvement in the STEM subjects, the Young Imagineers competition asks children, aged 7-14, “What invention would you create to make tomorrow’s world a better place?” The winner will have their idea designed and displayed in the Science Museum!
Entries will uploaded online after they have been returned and looked at by the rest of the class on Thursday 05 October.
This week is a spelling activity focusing on homonyms.
Read the chapter from Ann. M. Martin’s ‘How to Look for a Lost Dog’ which is all about homonyms. Rose (the main character) loves homonyms which include homophones and homographs.
Homophones are words that sound (phone) the same but are spelt differently: their, there, they’re.
Homographs are words that are spelt the same (graph) but sound different: bow, bow.
Rose creates lists of homonyms because she really likes them. How many groups of homonyms can you (ewe) create and can you (yew) then use them correctly in (inn) sentences. I wonder whether you can write a sentence with the whole (hole) group of homonyms in it?
Challenge – Rose can only think of one group of 4 homonyms. Can you think what that is? (Check Rose’s rules for homonyms in the chapter.)
There will be a test on Friday 06 October focusing mainly on the homophones the children learnt last week.
We’re learning a number of reading skills from the same text this week and today we spent our reading lesson familiarising ourselves with it. In pairs, we took a section of the text and prepared to perform it for the rest of the class. There were some great performances!
Now we’re all ready to take on some fact finding and inference questions tomorrow and Wednesday.
Each week, Year 6 are taking on a Science investigation. For the last two weeks, we’ve been discussing whether we can find out the answer to this question:
How long does it take for a 10/11 year old to run 100m?
Last week, we prepared for the investigation by finding out how far 100m would be in our playground, discussing how we would organise ourselves as a class, and preparing data recording sheets.
On Friday, we carried out the investigation which actually tired us out quite a lot.
We decided that each person should run three times which would then allow us to create an average time for that person. So that we didn’t skew our results, each person in the team ran before taking on their second go; this meant each person had the same rest time between runs.
Data was recorded for each person and all groups made very good choices in recording their data in a sensible and organised manner.
This week, we managed to calculate an average for each person. Next week, we’ll create a group average which we’ll then use to create a class average and decide whether this information can be used to answer our original question.
Year 6 have a spelling list this week.
These are some homophones that Year 6 need to learn – remember it’s not the spellings that are tricky but knowing when to use them. This means you need to practise using them in sentences correctly.
|
practice to practise advice to advise device to devise licence to license heard herd guessed guest passed past father further led lead morning mourning |
| Here are some homophones that we should be using correctly already (but don’t). Practise using these correctly, too.
there their they’re your you’re to too two of off which witch |
There’ll be no test next week. Instead we’ll see how our homophone learning is going, identify some we’re finding more difficult and then we’ll be tested on them the following week.