Foundation - Art @10am

It's time to draw-a-long with Rob! The draw-a-long is live at 10am, however the video will be added to the website if you would prefer to draw at a different time.

Pop a photo of your completed picture on Seesaw so we can see your great drawings!  Remember that once you have the outline of your drawing, you can adapt it to develop your own personal style.

English - Apostrophes

Today we are going to have a look at apostrophes as these often cause confusion.

There are two types of apostrophe:

• apostrophes for possession - when something belongs to someone. 
• apostrophes for contraction -  when letters are missing to shorten a word. We looked at these last week with our informal writing of diaries.

Watch the video clips and read the text on the website about apostrophes.  When you are confident with apostrophes, try the activities on the website. 

Activity 1: Can you apply your knowledge to fill the gaps and answer these interactive questions? The first set of questions don’t appear to work on a tablet.

Activity 2: Watch the video clip about bees. Then write 5 sentences with apostrophes either for omission or contraction - include some of each. There are some example sentences under the video clip to help you. Underline your apostrophe words.

Activity 3: Using the resources from the link, play the two games based on apostrophes. All the instructions required are on the task. 

Spelling

We know you have been busy learning your spellings and trying out the activities to help you with that process. But have you committed these words to your long term memory or just held onto them until the weekly test?

Today we would like you to go back through the spellings you have been working on and revisit them. Use some of the strategies we have been working on to help you with the trickier words.

We are continuing our work on lines of symmetry, today we will be focusing on mastery questions.

1. Read through the Powerpoint, having a try at all of the questions to help you choose your challenge.

2. Answer the questions based on your level of challenge. Remember to be as mathematical as possible and to give lots of detail.

Today we would like you to follow on from what you learnt on Tuesday. If you did not complete Tuesday's dissolving activity, please complete today's lesson after you have completed Part 1.

Today you will be given the opportunity to plan your own investigation based on dissolving.

1. Read through the Powerpoint. In order to complete an investigation, we need to have an idea of what we would like to find out about. Usually, when scientists are thinking of experiment ideas they think about what questions they would like to know the answers to. Page 5 has lots of different things that we could change in the experiment. Do you remember what we call the thing that we keep changing in the experiment? See if you can find the 'v' word on the page. Take the variable ideas and try putting them into sentences. For example, one of the things it mentions is 'time stirred'. Your question could be, does a substance dissolve quicker if it is stirred regularly? We have worked out what we would change each time (the frequency or speed of the stirs). Is it important to then keep everything else the same?

2. Use page 5 and 6 to help you decide on what you would like your experiment to be about. Download the Science Template and write this out as a question. What do you predict will happen? What do you need for your experiment? What will you keep the same each time? What will you change?

3. Break down how you will complete the experiment into sections. I want to know what you will do with each variable. Use your English instructions work to help you if you need to. Then draw a diagram to show an important stage in your experiment. Make sure all your equipment is labelled. 

4. Draw a table similar to the image shown on this page. You will need to test each variable three times. You also need at least three variables.  Following your method, carefully carry out your experiment making sure you complete the table as you go along.

5. After the experiment is completed, explain to me what you saw or noticed. Talk through each variable and tell me what happened with each attempt.

6. How are you going to write a conclusion. You have already told me what happened but now you need to think about how this relates to science. Why do you think this happened? Be as scientific as possible with your answers.