Welcome to Term 5. We hope you managed to have lots of fun over the Easter weekend. We’d love to hear all about it. Our new term has the theme of BRISTOL, Beautiful Bristol.
We would like you to start our new topic by watching this clip and seeing how many places you recognise. You could try making a list of all the places you spot.
…Did you spot the Clifton Suspension Bridge?
Week 1 – A mini project all bout…. BRIDGES.
We have still separated our learning into subjects but they are mostly linked by our theme of BRIDGES.
English – Writing
Text – ‘Rosie Revere Engineer’. With kind permission from Abrams publishers, Andrea Beaty the author and David Roberts the illustrator, I have made a video of me reading out the story.
Session 1
Starting Point: Share the story about Rosie, an engineer. Click here to watch video.
Now look at the advert for a competition to design a bridge to cross the Bristol Gorge. Click here for Bridge Advert.
The Clifton Suspension bridge needs to be closed for a while and a replacement is needed. How would you do this? Draw a few ideas on paper or in your books. Design and label your bridge. You need to make a model of your chosen design. Use a range of construction materials to make a model of the bridge. Test it out with toys, toy cars. Build it between 2 tables or chairs. Could you make your bridge stronger, longer?…. Extend to show on your plan any changes you have made. Take photos and you could send some into our email for photos: photos.henleazei@bristol-schools.uk
Now you can follow this up by looking at our powerpoint about different bridges and see what type of bridge you have designed and if you want to change your ideas. Go to our Design and Technology section.
Session 2:
Nouning Around: Look at the key vocabulary (nouns) on cards and work together to sort and label the construction materials/elements e.g. cog, pulley, crank, level, lever, road, tower, pillar, column, engine, pivot, chain, gorge, river. Find out about and talk about what each part does. e.g. the cogs rotate, the engine pumps. Supply a bank of verbs for this, ensuring that they are in their root form at this point: rotate, pump, wind, lift, lower, open, close, stand, suspend Click here to download the Nouning Around cards.
Working with your design that you created in session 1, put extra labels to the parts on your bridge using the Nouning Around vocabulary.
Stick on a Suffix: Change each verb into its progressive form by adding the suffix –ing. E.g. pushing, pulling, burning, pumping, turning
Now you can use these to make up some sentences. E.g ‘The cogs rotate when the engine is working.’ or ‘When the cogs are rotating, the engine is working.’
Session 3
Special delivery! A letter has arrived from Rosie asking for the children’s help: Click here to see the letter (text written below).
Dear Children, I have been asked to write a series of leaflets about engineering and how some famous world-wide landmarks were built/constructed. Can you help me please? I’ve heard you have been making a new crossing for Bristol’s Gorge. I’d like you to think about the materials used for the bridge and to include pictures drawn and photos. How kind you are! Good luck, From Rosie Revere, Engineer
Now you can include drawings and pictures of your bridge to create a leaflet for Rosie. If you want you can print off the proforma to use or just create your own. Click below for a proforma of leaflet.
Ideas of things to include in your leaflet:
- Give your bridge a name E.g Gibson’s Gorge Crossing or Alice’s New Bristol Bridge.
- An introduction to the leaflet.
- Pictures and Photographs.
- List of materials it is built of.
- A description of your bridge. Use adjectives. E.g. Look up and you will see the impressive glass structure. The glass panels reflect huge beams of light when the sun is shining
Handwriting and Spelling
Days of the week. You can print off the worksheet or just look at them on screen and practice writing in your book. Concentrate on the repeating ‘day’ at the end of each word. By the end of Year 1 we aim to be able to spell all the days of the week. Which is the trickiest one to remember? Which is the longest word? Can you think of good ways to learn them? E. g Wed-nes-day Click here for handwriting and spelling worksheets
English – Reading and Phonics
Reading Here are some texts to look at. At the end of each one there is a list of the sounds which have been used. Blend the sounds of unknown words. Re-read the texts. Look at the pictures. Do these help with tricky words?
Click below for texts:
Comprehension.
Click here for a text about a zoo and it’s vet. There are questions that can be answered to help your comprehension of what you are reading. Again, there are 3 levels of questions, so choose one that is appropriate. You can ask a grown up to ask you questions about any of the books that you are reading. Ask them questions about the books that they read too! (The answers are there too!)
Phonics
Watch the short video about the ‘ay’ sound. Theses have been made by the English Hub who we have been working with this year. Click on the hyperlink: Phase 5 Mastery L1 ay
Now find all the alternatives for the long ‘a’ sound like ‘ay’ in ‘day’ on the different phase mats. Can you think of words that use each alternative spelling. Can you put all the words you think of into 1 silly sentence?
Read through the phoneme spotter and see how many alternatives for ‘ay’ you can find. Click here for phoneme spotter
Have a go on phonics play. We have been concentrating on phase 5 sounds but you can play a different game from any of the phases.
Log in: march20 p/word : home
Maths
Mental maths – daily (5 activities listed below). Some activities use Numbergym log in (these have been emailed out at various points in the past, but do ask if you need it again)
- Bond builder on Number gym: This activity will be on the mental maths list every week. Spend 10 mins, pick up where you left off! (work through activities in order moving onto the next level once you achieve the awards).
- Purple mash ‘2 Race’ – odd and even numbers to 20 (or 100 pitch appropriately for your child)
- Purple Mash A fish metic’ adding and subtracting game – see here: https://www.purplemash.com/#app/games/mg2/afishmetic
- Count forwards and backwards from any given number within 100 as previously practised- attempt bridging 10 this week! (count backwards from 81, forwards from 78, backwards from 22 etc).
- Months of the year (recite Months of the year- discuss seasons and our new season of spring!)
3 Main Maths Sessions
This week we are focusing on building on our addition skills, using money to assist our counting. Real money would be great to work with, if you do not have enough coins, please refer to the coin templates which ideally could be printed and cut out to represent each available coin (or failing that you could draw your own). It would be useful to use a number line or a tens frame with counters to assist in counting, which you can find here, particularly when bridging 10. Alternatively you could use a ruler as a number line.
Activity 1
Learning Objective:
-To recap adding by counting on focusing on place value.
Work through this sheet to recap place value skills.
Activity 2
Learning objective:
-To apply some addition skills by using coins. add values of multiple coins together to find the total amount, building on place value knowledge of tens and ones.
Watch youtube video: https://www.youtube.com/watch?time_continue=47&v=vs8F_g3MGtM&feature=emb_title
Coin Recognition – Talk about values of each coin (test your children to see if they can recall this knowledge from last term!) Can you sort your coins into a column of tens and a column of ones, which two coins represent the hundreds? Relate the value of each coin to tens and ones, for example do you know that 5p is the same as 5 ones and 10p the same as 10 ones etc.
Playing shop! Give children a selection of coins. Begin with 2-3 coins that total 20p (when secure working within 20 move to 50p before 1 pound). Children need to count up how much money they have been given to find the total amount. Model counting the tens first, then the ones. (Children can use the tens frames, number line or 100 square to assist counting).
Extension: When they find the total can they think of a better way to represent the total of the coins in question? (using the fewest number of coins)
Activity 3
Learning objective:
-To make a given amount up to £1 using coins.
-To find the most efficient way of making the amount (fewest amount of coins).
Make a given amount using coins, discuss which coins would work best to make the total. Again work within 20p before moving on to totals within 50p then 1 pound. Please note before moving on to larger numbers encourage children to work confidently within 20, then 50 before moving on to 1 pound and finding the most efficient way to make the total given.
OR alternatively play ‘shops’ practically using coins and items to buy. You could make price labels for household items or verbally give your child an amount to make up in order to buy an item.
Extension: buy more than one item from the shop. Add both prices together to find total then select most appropriate coins for cost of the multiple items. Record number sentence on a whiteboard or in a notepad.
Optional extension:
Please click here for a reasoning link to money (link whiterose picture) Test your children with some similar money related questions, working with bigger numbers if appropriate.
PSHE
In Term 5, we will be basing activities on our P.S.H.E scheme ‘Jigsaw’ on the theme of “Relationships”.
Week 1: Families
Learning objectives:
- identify the members of my family and understand that there are lots of different types of families
- know how it feels to belong to a family and care about the people who are important to me
Share The Family Book by Todd Parr:
Reinforce that there are all sorts of different types of families. Ask the children why we have families and draw out that they are there to love and protect us.
Who is in your family?
Draw and label a picture of your family.
Ask the children to think, or talk about who is important to them in their family and to share the feelings they have when they are with them. Scribe the children’s feelings in a thought shower, (e.g. relaxed, safe, happy) around their picture.
RE
In Term 5 and 6, we will be exploring the question:
“Why is our world special?” as our programme of study following our locally agreed R.E. syllabus.
Learning objectives:
- Explore how we come to know and understand the world around us
- Show they know that we understand more about the world by using our senses and abilities to think and respond emotionally
- Talk about what they find interesting or puzzling.
Remind your child of the 5 senses (we have already talked about these in school): Sight, hearing, taste, smell and touch.
Look at the pictures of different sights and tastes.
Try some guessing games, e.g. Can you tell which objects are hidden in a bag or box just by feeling them? Can you identify different smells? Play a ‘Guess the sound’ game, such as this.
Now click here to look at these pictures of things relating to sight and taste. Choose 3 different pictures and talk about how each one makes you feel and why. Write a sentence in your workbook eg: The sound of seagulls makes me feel excited because it reminds me of seaside holidays. The smell of freshly-baked bread makes me feel happy because it is delicious.
PE
Lots of options available that have been suggested before, including PE with Joe at 9am and Cosmic yoga on You Tube.
In addition, there is a 20 minute radio play which encourages children to use their bodies to dance and create a ‘build a bridge spell’. Brilliant to link with this weeks bridge building project!
Bridge Building Project
This weeks bridge building project has a Science and Design Technology focus. Session lengths will vary according to each family. Please do send in a photograph if you would like your teacher to see what you have done.
Session 1
- Starting our new research project combining Bristol and bridges. Can you build a bridge? You can use anything you like, for example; lego, cushions, paper, furniture, stones, lolly sticks, loo rolls, toys or your body. This can be inside or outside and any size. Think about bridges you have seen. Are they all the same? Is your bridge a good bridge? How can you tell?
Session 2
- Have a look at the different bridges in this powerpoint. Can you say which type of bridge you made yesterday? What type of bridges will you explore as you design and make today?
Session 3
- Listen to this radio show about the Clifton Suspension Bridge https://www.bbc.co.uk/cbeebies/radio/bitz-and-bob-bridges
- Engineers Challenge. Can you make a new bridge that can hold at least one toy animal (of any size) and could span a river of at least 5 cm, keeping the animal dry? Can you take measurements of your bridge? What is the tallest bridge you can make? What about the longest? How safe for animals travelling across it? Have fun!
Session 4 Optional extension
- Can you describe what the different parts of your bridge do? Can you draw your best bridge design and label it? Be sure to say what type of materials you have used as well as how they make the bridge strong. How did you test it and what happened?
Optional extra ideas:
Bridges in London. This is a 20 minute radio programme where children work with the Go-jetter Ubicon. The children share some great ideas. You could draw bridges as you listen to this show.
Story: Izzy Gizmo on youtube
If you have really enjoyed building bridges here are some ideas to try from https://learning-rooms.com/teaching-resources/whats-in-my-tray/science/. You could use a box or a baking tray.
