Year 5 Timetable Week Beginning Monday 1st JuneOverview: Day 1 Day 2 Day 3 Day 4 Day 5

9:00-10:00

Click on Year 5Click on:

Summer Term Week 6 –.

Click on the set of lessons for your child’s year group.

Watch the video (either on your own or with your child).Find a calm space where your child can work for about 20-30 minutes.Use the video guidance to support your child as they work through a lesson

Maths ActivityLesson 1:

Video explaining lesson Multiplying fractions

https://whiterosemaths.-com/homelearning/year-5/

Worksheet available on Seesaw.

Extension for challenge:Look at Q6.

Create your own set of fraction multiplications that follow a pattern. In-clude 5 multiplications in your pattern and explain what rule you followed to create it.

Maths ActivityLesson 2:

Video explaining lesson Multiplying mixed

numbers https://whiterosemaths.-com/homelearning/year-5/

Worksheet available on Seesaw.

Extension for challenge:Look at Q7.

Another recipe for 40 biscuits needs:

1 and 2/3 kg of butter

1 and ½ kg of sugar

2 and 1/3 kg of flour

Create your own word problems based off this information.

Maths ActivityLesson 3:

Video explaining lesson Fraction of an amount

https://whiterosemaths.-com/homelearning/year-5/

Worksheet available on Seesaw.

Extension for challenge: Create a poster that explains how I can find a fraction of an amount.

Include an example to help explain.

Identify 2 things that can make a question like this more challenging.

Maths ActivityLesson 4:

Video explaining lesson Fractions as operators

https://whiterosemaths.-com/homelearning/year-5/

Worksheet available on Seesaw.

Extension for challenge:Create a sensible math-ematical name for Teddy and Annie’s methods from Q6.

Explain why you picked that name.

Which method you prefer and why?

Maths ActivityLesson 5:

Extension for challenge:

https://nrich.maths.org/6870

10:00-10:30 Break Exercise Stretch Chat Snack10:30-11:30

GEOGRAPHY FOCUS

This week you are

ACTIVITY 1:Write a letter to a person you are really looking forward to seeing when lockdown

ACTIVITY 2:Reading comprehension on Seesaw.

ACTIVITY 3:Research somewhere in the world you would like to visit. Be creative and think about

ACTIVITY 4:Today you will be gathering information to complete tomorrow’s task.

ACTIVITY 5:Create a poster/ PowerPoint/ short video recording or film of information

Year 5 Timetable Week Beginning Monday 1st Junegoing to complete short writing activities each day based around learning about our global community. The world is an enormous, multicultural and exciting place!

All writing will be informal. We want you to focus on writing for communication and to feel successful in what you produce.

Success Criteria:Informal languageFirst PersonPersonal PronounsParenthesisExciting VocabularyDescriptive LanguageFronted AdverbialsCommas for Clarity

is lifted.

Remember: you know the person so it will be informal.

You put your own address in the top right hand corner.The date is underneath and your greeting will be informal.

You need to write a full page. And if you like you can send it to them!

Think about what you have noticed around your local area. How is it different? Can you hear more animals? Have you noticed the colours of the flowers in bloom?

Upload a picture to Seesaw.If it is for someone in your class we can share it with them on Seesaw!

Model:P1: A short greeting.

Hello, I have missed you. I hope you ae keeping safe and well. How is Uncle Tom? I bet he can’t wait til the

Today we want you to complete an extended reading comprehension.We would like you to complete the comprehension in a set amount of time.

1. Read the question carefully and identify what you are being asked.

2. Highlight important information in the text.

3. Think about the longer answers and referencing the text when required.

somewhere you have never been or have heard about; like the wonders of the world or famous landmarks.

You need to create a postcard describing what you have seen at this famous place.

Some ideas to help you:

Machu Picchu in Peru.

Great Barrier Reef in Australia.

Universal Studios California.

The Pyramids in Egypt.

https://www.lonelyplanet.com/best-in-travel

Use the template on Seesaw to design a front cover of the place you chose and complete an informal postcard including details of your trip.

Dear Jenny,

Hello from Disney Land in Florida. The weather here has been

We want you to research any country in the world.

You can use the same place as yesterday or you can pick somewhere new.

https://www.kids-world-travel-guide.com/geography-facts.html

https://www.natgeokids.com/uk/

https://www.scienceforkidsclub.com/country-facts.html

Find out the following information:

Colour and design of their flag?Currency used? Find the exchange rate if you can!

Traditional food?

Famous people from the country?

Interesting facts?

Animals that are found there but not here in the UK?

about the country you have researched.

It can be presented in any format you choose. You can create it digitally or with pen and paper.

Think about props around your house that you can include.

Upload your finished work to Seesaw.

Year 5 Timetable Week Beginning Monday 1st Junefootball starts up again. We are all safe and well here and really looking forward to when we can see you again.

P2: What you have been spending time at home doing.

P3: What you have enjoyed over the last few months.

P4: What you have not enjoyed.

P5: What you are looking forward to doing in the future.

P6: What you have seen in your local area. Did you see the bluebells? Can you hear birds chirping because there is less traffic?

P7: Questions for the person you are writing to. What would you like to know?

absolutely fantastic, clear blue skies every day and it is very, very hot! I have found out some really interesting facts about Florida while we have been on holidays like it has the nickname ‘The Sunshine State’ (I bet you can guess why!) and it was named after the Easter celebration which is called Pascua Florida in Spanish.

Do they have a monarchy?

Do they have a national team that is really good at any particular sport?

History of the county? Any famous events take place there?

Similarities with London and the UK.

Any other exciting/unusual/interesting information?

11:30-12:00 Break Exercise Stretch Chat Snack12:00- Reading

complete at least 20 1. Select 2 characters from your book and compare them. Think about their personality, appearance and behaviour.

Year 5 Timetable Week Beginning Monday 1st June12:30 minutes of

independent reading.

Select an activity to complete every day:

2. Pick 2 characters you like, write a short letter from one to the other. 3. Describe a setting from your book using 3 different senses.4. What genre is your book (comedy, thriller, action…)? Use examples from the text to prove your point5. Pick a character form the book, design 3 questions you’d ask that character and answer them from their perspective. 6. Find 3 really interesting short and simple sentences in your book. What made them interesting? 7. Pick a character from your book who is not the main character. Think of the last even that happened and describe it from their perspective. 8. Design a different ending to the story9. Pick a paragraph and try to edit it using more ambitious vocabulary and year 5 writing techniques

SPaG Uploaded daily on Seesaw.

Afternoons:During the afternoons you should complete a range of activities linked to other curriculum subjects. This week we have assigned: 1 R.E. task1 History task1 Science task

R.E. Freedom and Responsibility:

Journey to the Promised Land

After Moses led them from slavery in Egypt, the Israelites wandered in the desert for many years. Nearly always they rejoiced in their freedom. Sometimes they suffered hardships. Sometimes even hunger and thirst, but always God provided for them in spite of their grumbles.

Water to drink (based on Exodus 15:22-25, 27)

Moses led his people from their camp at the Sea of Reeds and through the desert into the wilderness of Shur. They travelled for three days without water. Eventually they found water at a place called Marah, meaning bitter, and indeed the water there was so bitter they could not drink it. The people grumbled at Moses. “What are we to drink?” they said. Moses prayed to God. God answered his prayer. Moses recognised a special kind of wood. When he placed it in the water it became sweet. After quenching their thirst the people were able to travel to Elim. There they found twelve water springs and seventy palm trees. Here they pitched their camp beside the waters.

Food to eat (based on Exodus 16:13-16)

The whole Israelite community set out from Elim and on the fifteenth day of the second month after they had left Egypt they came to the desert of Sin, which is between Elim and Sinai. There in the desert they complained to Moses, “We wish that God had let us die in Egypt. There we could at least sit down and eat meat and as much food as we wanted.

Year 5 Timetable Week Beginning Monday 1st JuneBut you have brought us out into this desert to starve us all to death.” The Lord answered saying to Moses: “Now I am going to make bread rain down from the sky for all of you. The people must go out every day and gather enough for that day.” That evening, quails flew in and covered the camp. Next morning there was dew all over the camp and when the dew evaporated there was something thin and flaky on the surface of the desert. It was as delicate as frost. When the Israelites saw it they didn’t know what it was and asked each other, “What is it?” Moses said to them, “This is the food that the Lord has given you to eat. The Lord has commanded that each of you is to gather as much of it as you need each day, two litres for each member of your household.” Exodus 2 4 2 6

God’s Commandments (based on Exodus 20:8-11)

The Israelites were already two hundred miles from Egypt when they reached Mount Sinai and camped there. Moses ordered the people not to climb the mountain’s slopes be -cause it was a holy mountain. He was going to climb the mountain and he asked them to pray that God would teach them the laws that would bind them together as a people. He was away for a long time, praying and talking with God. Then he returned to the people. Moses told them God’s Laws, the Ten Commandment,s and they accepted them as God’s gift and the rules for a new way of life.

Why are rules necessary to enable people to co-exist successfully?

Why was this particularly true for the Israelites wandering in the desert?

In what way do rules and laws bring freedom to people who follow them?

Why did Moses feel it was his duty to seek advice from God on rules to live by?

Would all the rules necessarily be about religious belief and practice?

Why would the Israelites accept these rules from Moses?

ScienceLiving things and their habitats: lesson 3

This week we will be looking at the life cycles of mammals, birds, reptiles and flowering plants. We will not be looking at the life cycle of insects and amphibians. Make a prediction: what makes insects and amphibians different?

Watch these presentations on the life cycles of plants, mammals and birds. https://www.youtube.com/watch?v=SREmfcODp1U

https://www.youtube.com/watch?v=awHB0_7o3ug&t=35s

Year 5 Timetable Week Beginning Monday 1st Junehttps://www.youtube.com/watch?v=V4j20B66t_0

Below are 4 fact sheets detailing the life cycle of reptiles, mammals, birds and flowering plants.

Use these to create a presentation where you compare 2 life cycles (again, do not include insects or amphibians for this week). You have freedom to decide how you want to create your presentation, some ideas include:

1. A video documentary2. A computer presentation3. A poster 4. A short essay

What we’d like to see in your presentations includes: 1. Key stages of the life cycle 2. Changes the creatures go through

Year 5 Timetable Week Beginning Monday 1st June3. Comparing similarities (eg: reptiles and birds both lay eggs)4. Identify what makes that life cycle unique (eg: mammals produce milk for their babies)5. Pictures or illustrations of the different stages.

HistoryThe Ancient Greeks: Lesson 3

Today you will be making assumptions about life in ancient Greece using artefacts. This is one method historians use to learn about the past.

See the powerpoint on seesaw, or download it from here: https://www.britishmuseum.org/learn/schools/ages-7-11/ancient-greece/classroom-resource-explore-athenian-picture

First you will look at a pot and make notes as parts are revealed. Use what you see to make guesses about what life as an Ancient Greek was like. For example, if you see a sword you assume that war was important and they trained hard to fight.

Once done, you’ll pick a new artefact and make your own assumptions from that. Either use one we’ve given or research and find your own.

Create a still life and upload it on Seesaw. Think about the different items and props from around your house that you can include.