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Abbot's Hall Community Primary School

At Abbot's Hall all are valued and challenged in the pursuit of excellence

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Abbot's Hall Community Primary School - The school is currently closed. If you are a key worker and feel you may qualify for childcare please email office@abbotshall.suffolk.sch.uk

Topic Learning

TOPIC -  Wednesday 3rd June

Online Safety 

 

Someone put this picture online and underneath they typed :  This is what happens when you put food colouring in a lemon!

  • Do you think this photo is real or fake?

 

 

This photo was altered using computer programs. Lemons don’t look like that in real life, even if you put food colouring in them. It does look magical! Wouldn’t it be amazing if we could cut open a lemon and see a rainbow of colours inside?

  • Now that you know a computer program made the lemon look colorful, what do you think about the message under the photo?
  • What if the photo didn’t have anything written underneath it? Do you think it would still trick people?

 

Technology allows us to change photos in all sorts of ways. Altering a photo can be a fun and artistic activity. For example, look at this amazing picture of Lily-Rose which was edited by her dad ...

Seriously cool! 

 

But editing photos can also fool, or trick, people into believing things that aren’t true.  Images of people in magazines, on billboards, and in commercials are usually altered. They make people look different than they do in real life. This is because editors and advertisers want the images to look perfect.

Watch this video to see how this happens: https://www.youtube.com/watch?v=iYhCn0jf46U

 

Neither the lemon nor the woman actually looks like that in real life. The picture on the billboard could trick people into thinking that the woman really looks this way.

  • How might making someone look “perfect” in an advertisement help sell a product?

People who feel unsure about their appearance might think they need to buy a certain product – makeup or hair products or clothes, for example – to look better.

 

  • Do you think it is fair to make people look “perfect” in the media?  Why/Why not?
  • What effect do these pictures have on everyday people looking at them?

Activities

Either:

Look closely at these pictures.  Find all the ways that the images have been altered to make the models look better? 

Why do you think that the magazines altered the images?

 

OR

Take a picture of yourself or of something around the house. 

  • Can you change the colours or appearance of the photo to make it look “better”? 

Compare the two images. 

  • Which one looks better? 
  • Which one is the most accurate/true?

TOPIC -  Tuesday 2nd June

Science 

 

Last half term, we learned about life cycles and began to look at ways in which animal reproduction is adapted to their habitat.  Today we are going to continue to explore the ways in which animals adapt to their environments.  

Look at the BBC Bitesize website.  Begin by watching the 3 video clips on there.

https://www.bbc.co.uk/bitesize/articles/zjtny9q

 

Once you have finished, you can either do the animal challenge  and the quiz

     

 

OR

Design a poster explaining what adaptation is.  You should also include information on at least three animals and the way in which they are adapted for their habitat

 

TOPIC – Monday 1st June

Geography

Today we are going to be learning about the geography of Egypt.  Egypt is in Africa

 

  

 

Try one or two of these activities:

 

  • If you have got an atlas at home, you could look Egypt up.   Make a poster giving facts about Egypt (e.g. neighbouring countries, seas, cities etc.)
  • Look at this interactive map of Egypt.  If you click on a label, it will give you more information.   Test yourself, try to remember as much as possible.

https://mrnussbaum.com/egypt-interactive-map

 

  • Have a look at these pictures of favourite Egyptian landmarks. You are going to draw a map and try to get the shape of Egypt correct and place the landmarks correctly. 

 

  • Draw out the shape of Egypt from memory onto a large piece of paper/ get a piece of chalk and draw it out on the patio/drive way (if your parents give permission!)

        Check your map against this mastercopy map.  If Egypt is roughly the right shape, continue to the next step.  If not, try again!

 

       Can you draw on / cut out and place on the landmarks?

      Check your map against the mastercopy map again. 

 

Why not send a picture to show your teacher?

TOPIC - Friday 22nd May

French

Hello year 5.

Don’t forget to email your class teacher of videos/ photos of you carrying out your learning.  Continuing with our French learning we are going to be learning our daily routine.

I have again recorded how to say these words and phrases by adding voice recordings to the slides, I really hope this helps.  Look at the following slides and listen to me pronounce them.

Voice 001.mp3

Voice 002.mp3

Voice 003.mp3

Voice 004.mp3

Voice 005.mp3

Voice 006.mp3

Voice 007.mp3

Voice 008.mp3

Voice 009.mp3

Voice 010.mp3

Voice 011.mp3

Below are some more phrases that you may need for the next activity., you may also need to have your worksheet from last week handy to help you.

  • Je me réveille. - I wake up.  
  • Je me lève. - I get up.
  • Je me lave. - I wash.
  • Je me brosse les dents. - I brush my teeth.
  • Je me douche. - I have a shower.
  • Je m'habille. - I get dressed.
  • Je prends le petit déjeuner. - I have breakfast.
  • Je vais à l'école. - I go to school.
  • Je sors à huit heures. - I leave at 8 o'clock.
  • Je mange – I eat
  • Je retourne chez moi. - I go home.
  • Je fais mes devoirs. – I do my homework.
  • Je sors jouer. -  I go out to play.
  • Je regarde la télévision. – I watch television.
  • Je vais au lit / Je me couche. – I go to bed.
  • Je lis. - I read.

TASK: Using your learning from last week and today, I would like you to write sentences describing your day (when we are at school). To do this please separate a piece of A4 plain paper into either 4(mild), 6(spicy) or 8(hot) depending how challenging you want this to be. In each section draw a picture and write a sentence describing the time and what it is that you do at that time. Have a look at my example, if you need to!

Feel free to colour in your pictures to make your work look even better than mine!

Have fun!

Until next week stay safe

Mrs Barker smiley

TOPIC - Thursday 21st May

Outdoor Learning Art Challenge

You will need:  leaves, pens, paper and glue or a camera

In Science, we have been learning all about different animals and their life cycles.  Today we would like to challenge you to make some leaf art!  Can you make animals from objects you have found in nature?  You will need to go for a walk and collect lots of leaves or look carefully around your garden and collect some (check with your parents first!)

 

Here are two short videos to inspire you!

https://www.youtube.com/watch?v=cjQ_k4x2Jpg

 

https://www.youtube.com/watch?v=F1MR2gQ3AC0

 

You can either lay out your picture and take a photograph of it, or stick the leaves on to paper.  Send us your masterpieces if you can!

 

 

Minecraft - Hour of Code: Intro

Jens "Jeb" Bergensten, the lead designer and developer of Minecraft, introduces the basics of computer science. Using a visual coding system called Blockly,

TOPIC - Wednesday 20th May

Computing:

In our last computing lesson, we had a go at coding and creating our own game based around Star Wars. Today, we are going to be looking at doing some coding and debugging again and continuing to think about the word computer science.

 

The key words we looked at previously were code, debugging and program, which all link to computer science.

Can you remember what each one of these means?

 

VOCABULARY
Code
- (v) to write code, or to write instructions for a computer.

Debugging - Finding and fixing problems in your algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine.

 

Today,  you are going to have a go at building your own Minecraft puzzle from scratch, using the skills you learnt last time, the coding blocks and tutorials below. There are 14 different levels and each one will help you learn a new element of coding for your own puzzle.

You do not have to complete them all today, you can complete the steps in your own time

 

Don’t forget to take pictures of your coding, by pressing the print screen button, and send them to Miss Bufton and Mr Aldred to show others your learning.

Don't forget to print your certificate too!

Start your learning here: https://studio.code.org/s/mc/stage/1/puzzle/1

TOPIC - Tuesday 19th May

Science:

Today we are going to think about how different species of animals adapt to their environment.  What does the natural environment near your home look like?  Is it something like this one? 

 

  • What words could you use to describe this environment?
  • How might the life cycles of animals living in these environments vary due to the conditions of there?  
  • What aspects of life might be more or less challenging in these environments, compared to the British environment?

 

 

 

 

Choose one of these activities:

Activity 1

Have a go at this worksheet.  

 

Activity 2:

Research an animal and their environment.  Here are some things that you could include:

TOPIC - Monday 18th May

 

Today, we are going to link maths and topic by creating our own pyramids using nets.
What shape do you think we need for a pyramid?
 

 

You can find out more information about nets using the videos found on BBC Bitesize.

https://www.bbc.co.uk/bitesize/topics/zt7xk2p/articles/z247tv4

 


 

This is the type of net we are going to be using today. 

To create this, you need a piece of paper, plain or squared, a pencil and a ruler.

 

1. First, you need to draw a square out on your paper ensuring all the lengths are the same size. Mine is 5cm each side.

2. Then you need to draw a line up from the middle of each side (the same size as a side on your square). The middle is 2.5 cm on mine.

3. Then you draw 2 diagonal lines down to the corner of the square to create your triangle.

4. Finally, cut your net out ensuring you leave some space each side of the lines, try to make an oval (see my picture), you can draw this to help. 
This will help when gluing.

 

5. Now fold along the lines and glue it together using the oval bits you left. Add some colour and detail to your pyramid :) 

TOPIC - Friday 15th May

French with Mrs Barker

Hello year 5.

I hope you are all staying safe and still enjoying the tasks teachers are setting you.

I am looking forward to seeing some of your work when school re-opens.

 Don’t forget to email your class teacher of videos/ photos of you carrying out your learning.

 

 

Last week I asked if any of you noticed what happens to the numbers past 70.

I am sure you did, but just in case you didn’t here it is:

70 in French

 

Things start getting weird at 70 because standard French* doesn’t have a new “tens” word here; instead, soixante is kept and the “ones” just continue climbing into the teens.

 

80 in French:

quatre-vingts, literally four-twenties.** So 81 is quatre-vingt-un (four-twenty-one), 82 is quatre-vingt-deux (four-twenty-two),

 

90 in French.

There’s no standard French word for ninety* either; it follows the same pattern as 70. That is, you continue using quatre-vingt and adding from ten. 90 is quatre-vingt-dix (four-twenty-ten), 91 is quatre-vingt-onze (four-twenty-eleven), etc.

 

So now for this week’s learning:

We are going to be looking at telling the time in French.

 

Today we will be learning o’clock and half past.

Open the word document and look at the following slides and listen to me pronounce them.

 

Recording 1

 

Recording 2

 

Recording 3

 

Recording 4

 

Excellent, I hope you have been practising these with me! When saying times o’clock it is quite simple, remember that in France they use the 24hr clock, so for 3pm it would be Il est Quinze heures and for 10pm.. Il est vingt-deux heures.

So now we can move things along a bit and learn ‘half past’. As before look at the clock and the words then listen to me.

 

Recording 5

 

Recording 6

 

Recording 7

 

Great work year 5!

Now I would like you to complete the worksheet below, if you don’t have access to a printer draw the clocks and write the sentences.

Recording.mp3

Recording (2).mp3

Recording3.mp3

Recording4.mp3

Recording5.mp3

Recording6.mp3

Recording7.mp3

TOPIC - Thursday 14th May

Art

Choose from one of these three activities, although of course you can do more than one if you would like to!

Activity 1

Painting an egyptian silhouette picture

You will need:  white paper, brush, paints, scissors, glue and black paper (or white paper painted black!)

 

Activity 2

Building egyptian models

You will need:  A PRINTER!  scissors and glue

Choose one of these models to make:

Activity 3

Have a go at drawing the fabulous King Tutankhamun and his famous gold collar!  

 

Follow this link:

https://www.youtube.com/watch?v=XzOVdbFYM1I

 

Send us a picture to show us how you get on, you are such an artistic year group!

TOPIC - Wednesday 13th May

History:

We have been learning lots of information about Ancient Egypt for our topic lessons and today, we are going to be looking at the different gods they worshipped and what these different gods represented.

 

 

 

 

 

Use the following website to learn more about these Gods through a video and why not have a go at the quiz while you are there.

https://www.bbc.co.uk/bitesize/articles/zdc7mfr

 

This website also has lots of useful information for you. https://www.historyforkids.net/egyptian-gods.html

 

Choose Activity 1 or Activity 2

 

Activity 1: You can use the PowerPoint below and the PDF print out to learn more about these Gods and create your own fact file poster about your favourite one.

 

Activity 2: Alternatively, you can use the same information to create an Egypt's got talent poster for your favourite Egyptian God, explaining why they were the most important. 

TOPIC - Tuesday 12th May

Science:

We have been looking at the life cycles of plants and of animals. 

Today we are going to start thinking about different ways in which creatures reproduce. 

Start by watching this clip to remind yourself what a life cycle is:

https://www.bbc.co.uk/bitesize/topics/zgssgk7/articles/zwn6mnb

 

Then watch this clip about how animals reproduce:

https://www.bbc.co.uk/bitesize/topics/zgssgk7/articles/z9xb39q

 

Today, we are going to learn about laying eggs.  This video clip takes a look at the many different places that animals lay eggs – maleo fowl lay eggs in the sand, swifts lay eggs behind a waterfall, fairy terns lay eggs on a branch, mosquitos lay eggs on the water, tree frogs lay eggs on a leaf and red crabs lay eggs in the sea!.

https://www.bbc.co.uk/bitesize/clips/z2mjmp3

 

  • Why not make a list on your next family walk in nature, of how many creatures you spot that lay eggs?
  • You could make a poster showing some of the animals that lay eggs and giving interesting information.  E.g. why are nests a safer place to lay eggs. 

Discussion Point: 

  • What are the advantages of laying eggs to reproduce?

Star Wars - Hour of Code: Introduction

Welcome to the Hour of Code! Over the course of these lessons you will be programming characters from the Star Wars universe to make a game of your own.

Look below for details of today's lesson.

TOPIC - Monday 11th May
Computing – Coding

In the summer term, we begin to learn about computer networks, including how the internet works and how devices link together, and experience some coding and debugging (which you would have learnt about in previous year groups).

 

We are going to start our computing lessons by looking at doing some coding and debugging like we have previously looked at in other year groups, thinking about the word computer science.

The key words we are looking at our code, debugging and program, which all link to computer science.

What do you think these words mean? Have you heard of them before?
What can you remember about them?

 

VOCABULARY
Code
- (v) to write code, or to write instructions for a computer.

Debugging - Finding and fixing problems in your algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine.

 

Today, we are going to recap coding and debugging and you are going to have a go at building your own Star Wars puzzle from scratch, using the coding blocks and tutorials below. There are 15 different levels and each one will help you learn a new element of coding for your own puzzle.

You do not have to complete them all today, you can complete the steps in your own time.

 

Don’t forget to take pictures of your coding, by pressing the print screen button, and send them to Miss Bufton and Mr Aldred to show others your learning.

 

Start your learning here:     https://studio.code.org/s/starwarsblocks/stage/1/puzzle/1

TOPIC - Thursday 7th May

VE Day:

Today we are going to be picking and choosing from a range of activities all based around VE Day.  There are lots of suggestions for tasks or activities so make sure that you have looked at all the options before you decide what you would like to do!

 

What is VE Day?

Read through this information:

 

 

 

 

 

 

 

Choose one or more of these activities:

- Any of the suggestions on the pictures above!

 

- Watch this song about VE Day from "Horrible Histories."

   https://www.bbc.co.uk/cbbc/watch/horrible-histories-songs-ve-day-song

 

- Make a poster to put up in your window.  

 

- Have a go at making some VE day bunting:

   https://www.bbc.co.uk/programmes/articles/4TrqYDyf4PMdLypxzyTwGDg/great-british-bunting

 

- Have a go at a VE Day Dance with Miss Lines

   https://youtu.be/9nBVragLnAQ

 

- Have a go at one of these VE Day recipes:  fresh lemonade, oaty biscuits or carrot cake.

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