St Bartholomew's CE Primary

01706 344631

Head@st-bartholomews.lancs.sch.uk

Hallfold, Hall St, Whitworth, Lancs OL12 8TL

SUMMER TERM -WEEK 10-

Year 5 - Working At Home

From 29th June 2020

 

Your child will be set weekly activities for English, Maths, Topic and Spellings. These will be either set activities from the pack they brought home or online activities. I will update this on the year 5 class page and inform you by email, if you have provided your email address. Please keep checking as I will update this page as much as I can. If you have any questions, please don't hesitate to ask. You can contact me at: year5@st-bartholomews.lancs.sch.uk

Each morning from 9am - 10 am, Joe Wicks is streaming a live PE lesson. Please follow the link https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

Thanks,

Miss Kitchin :) 

Puzzle of the Day

 

 

Chris saves 50p coins.

He has saved 45 of them.

How much money has Chris saved?

The answer to the question yesterday was :   110,   290,    335

Email you answers to :

year5@st-bartholomews.lancs.sch.uk

Look here tomorrow, for the next riddle or challenge!

 

PE activities: 'PE with Joe Wicks' on Youtube is live every morning from 9am - 9.30am.

Go noodle! is also a fun free way to get your child active.

 

Send photographs of practical activities: Joe Wicks, Go Noodle!, cleaning the car,

baking etc to the following email and I will share them on the Year 5 page.

year5@st-bartholomews.lancs.sch.uk

Resources and Activity Details:

Please find links to the English online learning:

Education city https://www.educationcity.com/

Purple Mash https://www.purplemash.com/sch/stbarts-ol12

Spelling Shed https://www.spellingshed.com/en-gb

World books https://worldbook.kitaboo.com

Topmarks https://www.topmarks.co.uk/english-games/7-11-years/spelling-and-grammar 

BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zv48q6f

Education city https://www.educationcity.com/

Purple mash https://www.purplemash.com/sch/stbarts-ol12

Spelling shed https://www.spellingshed.com/en-gb

https://www.weareteachers.com/virtual-author-activities/?utm_content=1584565321&utm_medium=social&utm_source=facebook&fbclid=IwAR0IFYgW15w8V7oTypQ3ZQRNen8PEqNNjlLlM5EiP4ZFQQdf2lW9ZBUWwl0 Visit this website to listen to different authors read their books. You can listen and read along!

 Children are familiar with all of these sites.

The log in details are in their green booklet.

I will send notifications by email when assignments are live so that you know which websites to be looking at. 

 Please find links to the Maths online learning:

Education city https://www.educationcity.com/

Purple Mash https://www.purplemash.com/sch/stbarts-ol12

Times Table Rockstars https://ttrockstars.com/

Maths Shed https://www.mathshed.com/en-gb

Topmarks https://www.topmarks.co.uk/maths-games/hit-the-button

Daily 10 https://www.topmarks.co.uk/maths-games/daily10 

My mini maths https://myminimaths.co.uk/ 

Maths Zone https://mathszone.co.uk/ 

 

Don't forget you can email pictures and other evidence to year5@st-bartholomews.lancs.sch.uk

 

Music Activities

The children can access online music lessons using Charanga: 

https://charanga.com/site/log-in/ 

The log in details are in their green booklet.

Year 5 Work

Joshua's History Powerpoint

Archie's History work on Inventors

Art Activities - see grid for timetable

  • Digital media

  • Take photographs and video clips of family members in both static poses and in motion.
  • The photographs can be put together into a PowerPoint to show movement. You can decide what poses you wish to use.
  • Create a presentation in which your poses in the slides look like they are walking / dancing / jumping etc. in slow motion, like in a flicker book. If you are not sure how to do this, you can create a powerpoint of static poses.

     

  • Drawing
  • Create a pencil drawing of a pose, watch the clip https://www.bbc.co.uk/programmes/p0114r6f to help draw a simple figure. Rewatch the static stick man part of the clip, pausing frequently to  ‘copy’ the stages demonstrated. Repeat this process with the clip of the stick man in motion.
  • Explore positioning your figures in different positions in relation to the horizon, centrally, to the side, nearer to the foreground or further into the background. Closer objects are darker and lower on paper (the foreground); distant objects are lighter and placed toward top of paper (the background). The Birmingham Museums and Art Gallery website https://www.birminghammuseums.org.uk/schools  has information about perspective and horizons.

Drawing (part two)

  • Continue your drawing of the human form working on larger scales - consider attempting life size pictures if you have the paper available.
  • Look at, and discuss, Giacometti’s drawings and style which inform his sculptures.
  • Draw the figure in a fixed time, change position and draw repeatedly using length of head, arms, elbows to estimate length of torso, legs etc. Take note where arms and hands finish in comparison to thighs.
  • Experiment drawing an array of athletes in the quick style of Giacometti, to inspire ideas to develop into a sculpture.

Collage

  • Collect pictures of figures in different action poses from magazines, newspapers, internet etc. These can then be either collated into an action collage or added into your drawings or paintings.
  •  
  • Develop a painting from a drawing (if you don't have paint you could use pencil crayons or felt tips.
  • Mix and match colours to create atmosphere and light effects.
  • Experiement using complementary and contrasting colours. 

 

Science Activities - see grid for timetable

Name
 Year 5 Lesson 1 asexual and sexual plant reproduction.pptxDownload
 Year 5 Lesson 2 pollination.pptxDownload
 Year 5 Lesson 3 seed dispersal.pptxDownload
 Year 5 Lesson 4 Animal life cycles.pptxDownload
 Year 5 Lesson 5 Gestation of mammals.pptxDownload
Showing 1-5 of 5

History Activity

 What was life like in Ancient Greece?

  • The time known as Ancient Greece includes the following civilisations:
  • Minoan civilisation (named after King Minos): circa 3000BC to 1450BC.
  • Mycenaean civilisation: 1600BC – 1100BC.
  • Classical age: circa 500BC to 146BC (ended with the Roman invasion).
  •  The Manchester Children’s University website has a timeline https://www.childrensuniversity.manchester.ac.uk/learning-activities/languages/words/timeline-english-language-2/ highlighting major events in Ancient Greece.
  • Revisit the terms BC (Before Christ) and BCE (Before Common Era).
  • Why do we use these terms to mark a point in time?
  • Why is BCE (Before Common Era) being used by some historians in place of BC?
  • Life in Ancient Greece was different for different people. Women and men had different roles and some people were kept as slaves. Even rooms in some houses were kept for use by different people. Find out more about life in Ancient Greece, including the lives of children, by exploring appropriate sources including suitable books and internet sites such as the BBC Primary History website https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zc8yb9q or the Primary Homework Help website http://primaryhomeworkhelp.co.uk/greece/dailylife.htm
  • Learn more about different roles by putting characters in their appropriate rooms in an Ancient Greek House in an interactive challenge on the British Museum website http://www.ancientgreece.co.uk/dailylife/challenge/cha_set.html.
  • Consider questions such as:
  • As a boy or a girl in Greece, what would your life have involved? How different is it to your life now? Is anything similar?
  • Look at the clothes people wore then. Why might they design their clothes like this?
  • How different was school then and what you would learn? What might you like or dislike about being at school in Ancient Greece?
  • Think about the toys children played with in Ancient Greece.
  • How do they help you understand about the lives of these children?
  • How are your toys the same or different?
  • What were their toys made from?
  • What materials are used in the toys you have?
  • If in a thousand years from now archaeologists discovered some of your toys what will they 'tell' people in the future about you?
  • Would this be a full picture of you?
  • When looking at artefacts what questions do archaeologists need to think about and to ask?

How do we know about the Ancient Greeks?

  • The Ancient Greeks were known for their art and their architecture. Some of the buildings they created have survived and although they are ruins now enough is left of the buildings and in pieces of art to help us understand what they must have looked like. Using a range of images from a range of books, holiday brochures and websites such as History for Kids https://www.historyforkids.net/ancient-greek-architecture.html
  • Consider the following:
  • Find images of the Parthenon in Athens.
  • What might it have been built for?
  • Why might the Athenians have felt they needed to create such a large building?
  • Why might they have built it on the highest hill?
  • What did they put inside?
  • Compare the picture of the Parthenon with a picture of the British Museum in London which was finished in 1852. There is a picture on the British Museum website https://www.britishmuseum.org/about-us/british-museum-story/architecture. This was built in Victorian times but what ideas did they copy from the Ancient Greeks?
  •  
  • The Ancient Greeks are known for the pottery and many sculptures of their heroes and their gods they created and that have survived. Several British people, like Lord Elgin, visited Greece and brought objects back to Britain. Between 1801 and 1805 Lord Elgin, who was British Ambassador to the Ottoman Empire which included Athens, was given permission to remove pieces of the sculptural decorations which are now held in the British Museum in London. More information about sculpture can be found on the Ancient History Encyclopaedia website https://www.ancient.eu/Greek_Sculpture/ which also includes a short video. Ancient Greek pottery includes images of the people and their gods and objects that have survived as artefacts provide us with evidence about their lives and beliefs. The British Museum website has a number of useful pages https://www.britishmuseum.org/learn/schools/ages-7-11/ancient-greece/classroom-resource-explore-athenian-picture and http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html which show how historians interpret the images and explore the way pottery helps us to understand the way the Ancient Greeks organised their lives.
  • Consider some of the following:
  • Looking at some of the sculptures of gods and man, what did the sculptors’ work say about the human body and what they thought was important?
  • Would all people look like that? Do photographs of models and adverts give the same messages today?
  • Why were pots made using such limited colours?
  • What kind of events did the Ancient Greeks record on the pots?
  • What can be learned about their lives from these images?
  • If you were to design a vase in the style used by the Ancient Greeks what activity or event in your life would you think was important enough to record and what pictures would you use to show this on your vase? Design a vase
  • There are a number of websites, including the Birmingham Museums and Art Gallery website https://www.birminghammuseums.org.uk/schools which give more information about the names and uses of the pots that were made.

How did Ancient Greeks govern their cities?

  • Although Greece is now one country, then it was divided into separate city states each with their own government, laws and customs. Some of these can be explored on the Children's University of Manchester website https://www.childrensuniversity.manchester.ac.uk/learning-activities/history/ancient-greece/introduction/.
  • Imagine that you lived in one of the city states and then consider the following questions:
  • How would people in your city state know what they could or could not do? Who would decide which laws to have?
  • Who would be in charge in your city?
  • Would there be one leader or more?
  • How would they have got into power?
  • Is it better to have one person in charge or should everyone have a say?
  • What are the advantages and disadvantages of these different ways of running a city?
  •  
  • Athens and Sparta are two of the most well-known city states. They are examples of different ways of governing and how their different attitudes to what was important shaped what they did. Athens had a large navy and an army. The city introduced the idea of democracy in which the citizens were involved in the decision making, though only men could be citizens who could vote. They were interested in the arts, philosophy and debate and we know so much about them because some of their writings have survived.
  • Sparta was concerned with developing the strength and physical prowess of its citizens. The city was surrounded by mountains so was quite secure from attack. The government was shared by two kings and a small group of powerful men known as 'oligarchs' and many of this community were soldiers. The British Museum website has more detailed information and activities on Athens http://www.ancientgreece.co.uk/athens/home_set.html and Sparta http://www.ancientgreece.co.uk/sparta/home_set.html, and children can find out about the different ways of life in each city by following characters in an interactive challenge http://www.ancientgreece.co.uk/dailylife/story/sto_set.html. Additional information about Athens https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zxytpv4 and Sparta https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zckr4wx can be found on the BBC Primary History website.

 

Ancient Greece: Conquerors and Warriors

  • The city states often had disputes, but the ones between Athens and Sparta were fierce and long lasting. When some of the city states thought Athens was getting to be too powerful, Sparta challenged them. The wars between these two city states lasted for years and were known as the Peloponnesian Wars. The History website https://www.history.com/topics/ancient-history/the-peloponnesian-war-video has an account of the wars accompanied by illustrations. The final war was won by the Spartans. The Snaith Primary website http://home.freeuk.net/elloughton13/gcontent.htm follows the story of the war between Athens and Sparta from both sides as seen by the families of Poliphus and Sparcus.
  • Most city states had an army but Sparta’s soldiers were known for their skill and bravery. The Ancient Greeks defeated many enemies because they were well organised, had good ideas or tactics and fought as a team. One of their most famous battles was the Battle of Marathon where they were victorious despite the fact that they were 

    significantly outnumbered by their Persian opponents. Before the battle, Pheidippides ran 150 miles over two days and nights to get help from Sparta. He fought in the battle then ran 26 miles to Athens to tell the news of the victory. The marathon we know is run over 26 miles in his honour. During another invasion by Persia at the Battle of Thermopylae just three hundred Spartan soldiers fought to their deaths, holding a pass and delaying the advancement of a vast Persian army.

    • Sparta’s foot soldiers or hoplites were trained from the age of seven. They were taught to be self-reliant and fearless. They fought with a round shield, a short sword and a long spear. They created a way of advancing known as a phalanx. They kept close together so the enemy saw a line of shields and it was difficult to break through or attack individual soldiers.
    • Research the life of a Spartan soldier on the BBC Primary History website https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zckr4wx and consider the following:
    • What was school like for Spartan boys?
    • The Mission Uncomfortable activity on the British Museum website http://www.ancient-greece.co.uk/sparta/challenge/cha_set.html will give you more information.
    • The girls couldn’t be soldiers so what did they learn at school?
    • Consider the armour the Spartans wore.
    • How did it help to protect them?
    • How could it be improved?
    • Think about the phalanx.
    • Why did it work?
    • What characteristics did the soldiers need to have to make this work?
    • Alexander the Great (356 -323BC) was King of Macedon. His father Philip had taken control of most of the Greek city states but Alexander was a greater leader. He was powerful in Ancient Greece but also conquered other countries in Asia, taking over and spreading the Greek ideas of architecture and how to organise government. At one time the countries he ruled included modern day Turkey, Syria, Iraq, Egypt and Afghanistan. Children can use atlases to find Greece and these other countries and consider:
    • Why might Alexander have invaded these countries?
    • How did he and his soldiers travel? More information about Greek ships can be found on the BBC Primary History website https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zckr4wx

 

Don't forget you can email pictures and other evidence to year5@st-bartholomews.lancs.sch.uk

Lancashire PE

Year 5 At Home

Lucy's Presentation