Fond Friday!

Bore da Year 4! How are you all? Have are you finding the activities? Are you responding to the blogs? Saying hi?!

(what or who are you most fond of and why?)

Daily Tasks and Polite Reminder:

Keep any comments respectful and try to complete the daily activities below. Feedback on how you’re getting on please. Can you share your work? year4@selsdonprimary.sch.uk

CollageMaker_20200628_203312573

Current News: https://www.bbc.co.uk/newsround/52980469

Please take the time to watch Newsround which will keep you up to date with current affairs. There is also the weekly First News newspaper.

How have you safely played with your friends recently?

Weekly P.E. Challenge: Learn to Juggle!

Please see Monday or Tuesday’ posts. How are you getting on? Can you share your progress?! Have you exceeded your own expectations? Can you find anything else to juggle with (that is dafe and won’t break!)

Riddles of the Day:

How long is the answer to this question?

The beach resort held a contest to guess the number of beach balls in the net bag. Pearl guessed 20, Alex guessed 21, James guessed 22, Rob guessed 17 and Adam guessed 16. One was off by 4, one was off by 3, one was off by 1, one was off by 2 and one was correct. How many beach balls were there?

ANSWERS TO YESTERDAY’S RIDDLES:

Fingernails

4 children get one apple each while the fifth child gets the basket with the remaining apple still in it.

Have a wonderful day, from Ms Jacquart and the Year 4 Team?

D.T. Under the Sea (lesson 4, week 5) Food Chains

This week we would like you to investigate, then present, the food chain (web) of the ocean.

Information: All living things in an ecosystem depend on each other for food. Food chains are a flow of energy that show who eats what (e.g. plants absorb energy from sunlight and animals their energy from eating plants or herbivores). They overlap and interlink to produce complex food webs. If one animal’s source of food disappears, perhaps from a natural cause such as drought or disease, many other animals in the chain are affected. Plants are at the bottom of the chain, and humans are usually at the top. Humans are often responsible for disrupting food webs and damaging fragile ecosystems.

Things to consider: What is a food chain? What does it represent? Why is it important? What might happen if the food chain is broken or damaged?

What do you notice about where the sea creatures are commonly found (Antartica/Arctic/Atlantic oceans , salt water etc)? Can you describe the features? In which layers (zones) of the sea can they be found? What do they consume? Do sea creatures migrate so they have food?

Useful links:

https://youtu.be?ES_749Hw3D4

https://fishandkids.msc.org/en

https://www.sciencelearn.org.nz/resources/143-marine-food-webs

https://www.nationalgeographic.org/media/marine-food-webs/?utm_source=BibblioRCM_Row

Activity: To present your ocean food chain (web) as a poster, diagram, in 3D or as a leaflet.

Here are some examples:

We hope you enjoy learning about the food chain and look forward to seeing your work!

year4@selsdonprimary.org.uk

Courageous, strong Porpoises

Hello Porpoise class,

IT’S FRIDAY! We have made it through yet, another week of home learning. What a wonderful week it has been seeing lots more of your fantastic work and activities. I hope we are all feeling very proud of ourselves, and each other.

Thank you to your Parents and Carers for the fantastic support and help they are providing to each of you with your home learning!!

What has been your favourite home learning activity this week? Comment below and let me know…

Let’s carry on with our story, our final chapter for this week! (We shall carry on reading on Monday)

Have a FANTASTIC weekend!! You deserve a restful, fun weekend with your family and/or friends. I look forward to hearing about them on Monday.

Take care and stay safe,

Love,

Miss Jeffries x

End of the day reading – Friday

Good morning,

Today we are going to listen to chapter 12 ‘The boy at the back of the classroom’ by Onjali Q. Raúf.

Chapter 12: https://www.youtube.com/watch?v=7i5BAV84Q8k

After you have finished listening, think about these questions (you don’t need to write anything down, these questions will help you reflect on what you have listened to).

  1. What do we learn about Ahmet in the chapter 12?
  2. What does the author mean by the description ‘Sometimes words hang around longer than people, even when you don’t want them to’ (p135)?
  3. How does the author create suspense at the end of this chapter?

Best wishes,
The Year 4 Team

English – Friday

Happy Friday Year 4,

Today we are going to be doing a comprehension about the origins of the Olympic Games.

What Makes A Good (WMAG) comprehension?

WMAG comprehension:

  • Carefully read text all the way through.
  • Read the questions carefully – looking out for key words eg) when questions are asking you for a date etc.
  • Skim and scan text for answer.
  • Write answers in full sentences.
  • Use best cursive handwriting and spelling.

Read the text carefully and then answer the questions below.

History of the Olympic Games comprehension

Origins

The ancient Greeks first had the idea of getting men together every four years to hold and witness sporting events (in those days women did not participate, though they had their own, independent, events). The idea was to have the best athletes from all over Greece gather in one field and compete every four years. All wars and fighting had to stop while the athletes and their supporters came together in the town of Olympia for a few days to compete in a few events, mostly related to warfare (throwing the javelin, running, wrestling, boxing and chariot racing).

The first written reference to the Games is 776 BC. They lasted until 389 AD. The idea of having the modern Games was suggested in the mid 19th century but they weren’t a world event until 1896. Besides being postponed because of wars, they have been held since then every four years in different cities around the world.

Symbols

The Olympic Games have many important symbols that most people recognize. The five rings that appear on the Olympic flag (coloured yellow, green, blue, black and red) were introduced in 1914. They represent the five continents of Africa, the Americas, Australia, Asia and Europe. The flag is raised in the host city and then flown to the next one where it is kept until the next Games. The Olympic torch, a major part of the ancient Games, was brought back in 1928 and is carried with great fanfare and publicity to the host city where it lights the burning flame of the Games. It is kept burning until the close of the Games. The torch symbolizes purity, the drive for perfection and the struggle for victory.

Music

The rousing Olympic anthem is the simply named “Olympic Music” by John Williams, who wrote it for the 1984 Olympics, held in Los Angeles. What you hear first are the forty or so notes played on horns which form the “Bugler’s Dream” (also called “Olympic Fanfare”) by Leo Arnaud, first played in the 1968 Games.

The torch, fanfare and flag are clearly evident in the Opening Ceremony, when everyone formally welcomes the participants and the Games can begin. Here we find the dramatic and colourful March of Nations, in which all the athletes from each country go into the venue to the sound of their country’s anthem and march behind their flags, thus becoming representatives of their countries.

Medals

In the ancient Games, only the winner was celebrated. Each winner was given a simple crown of olive leaves to wear on his head. This was the only reward for his victory. Those who came in second or third got nothing. Interestingly, when the Games started again in 1896, silver medals were given to the first-place winners. Later in 1904 in the St. Louis Games, gold was the top prize. Now, of course we have gold for first place, silver for second and bronze for third.

Motto

The Olympics’ official motto is “Citius, Altius, Fortius”. This is Latin for “Swifter, Higher, Stronger”. This is said to represent the Olympic spirit, supposed to be present throughout the Games and generally held to be a celebration of brotherhood, competition, sportsmanship, goodwill and peace. The Games help us see how similar we are, and help us celebrate our humanity.


Questions:

1) How often are the Olympic Games held?

2) Name three events that would have taken place in the original Olympics.

3) When did the Olympics become a world event?

4) What do the coloured rings on the Olympic flag represent?

5) What does the Olympic Torch symbolise?

6) In what year did John Williams write the anthem ‘Olympic Music’?

7) What is the March of the Nations?

8) What was the prize for the winner in the ancient Games?

9) In what year and at what games did the gold medal become the first prize?

10) What does ‘Citius, Altius, Fortius’ mean?

Science – Thursday 2nd July

Good morning, Year 4!

 

Happy Thursday! We are getting closer and closer to the weekend and we have lots of fun activities planned for you today to make sure your day flies by! I hope you are all keeping healthy, safe and well.

 

I want you to rewind your brains to last week….that’s it…. Keep going! Stop there! Last Thursday, we learnt about the water cycle. What can you remember about the water cycle? Make 5 bullet points and list 5 things you remember. What key words can you remember?

 

Great work, Year 4! Now I want you to spend a minute or two looking at this labelled water cycle. Some of you may remember this from last week if you had a go at the extension.

 

 

Your task – story time:

 

Danny the rain droplet – explain Danny’s journey from sea to air and land around the water cycle. You can use this template below if you would like some help, or you can make up your own story – make it as interesting as possible! – and don’t forget to use the key terms.

 

 

Extension:

 

Can you create a mind-map explaining the different ways that the water cycle affects the world?

 

 

 

Have a fabulous day Year 4!

Transformed Thursday!

Labas rytas Year 4! It’s Thursday already?!? How are you all? Only a few weeks of Year 4 left… Are you excited about moving up to Year 5? Let us know your thoughts 🙂

How have you transformed in Year 4?

Daily Tasks:

Keep any comments respectful and try to complete the daily activities below. Feedback on how you’re getting on please. Can you share your work? year4@selsdonprimary.org.uk

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Current News: https://www.bbc.co.uk/newsround/53137587

Please take the time to watch Newsround which will keep you up to date with current affairs. There is also the weekly First News newspaper.

What has happened in Indonesia and why?

Weekly P.E. Challenge: Learn to Juggle!

Please see Monday or Tuesday’ posts. Have you managed to improve your skills?! Have you challenged yourself, a member of your family or friends?

Riddles of the Day:

I can be long or I can be short. I can be grown, or I can be bought. I can be painted or left bare. I can be round, or square. What am I?

There is a basket containing 5 apples, how do you divide the apples among 5 children so that each child has 1 apple while 1 apple remains in the basket?

ANSWERS TO YESTERDAY’S RIDDLES:

24 hour clock

44, 66

Have a great day from Ms Jacquart and the Year 4 Team!

Porpoise support (Maths)

Hello my lovely ones,

It is so wonderful hearing what you are all up to (aside from your learning, times tables and reading!).

Now, having spoken to most of you on the phone, some of you seem to be finding Maths a little tricky this week – this is perfectly OK and normal, decimals can be quite confusing. Even though I’m not teaching you in person, I still want to try as hard as I can to make sure you all feel supported and can access the learning.

So, I have created some “help sheets” for each of the days learning this week; from Monday through to Friday to hopefully help ensure your knowledge and understanding 🙂 If any of you are still struggling after this, please send an email and let me know. I am always here to support you all!

Monday 29th June Help Sheet: Dividing 2 digits by 10

Tuesday 20th June: Recognising Hundredths

Wednesday 1st July: Hundredths as decimals

Thursday 2nd July: Hundredths on a place value grid

Friday 3rd July: Dividing numbers by 100

I really hope these will help you understand dividing by 10 and 100; and tenths/hundredths as decimals. Remember that we learn from our mistakes, if at first we don’t succeed; we try and try again. Practice makes perfect!

Take care,

Love,

Miss Jeffries