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It has been great to welcome back some of you into school. We hope to everyone back soon!

Learning Challenges 15th June - 21st June

Weekly Learning Challenges 

 

Feel free to send anything you have done to abrown@annesley.notts.sch.uk

We are changing the way in which we are doing home learning in Year 6 slightly.

The idea is that the home learning will mirror what we are doing in class as much as possible.

There are a few additional challenges on here as well to have a go at too.

 

It would be great to hear what you have been up to and see what you have been working on.

 

Here are some challenges to have a go at this week:

Leavers T-shirt Design Competition

 

Due to the current circumstances, there have been many things that we would have liked to have done to celebrate your time at Annesley that we have been unable to do.

However, we still intend to celebrate as much as we can. In addition to the generous offer of Annesley's Parents For Pupils (P4P) providing an end of year gift (please email me with your choice if you haven't yet done so!), one of the things that we are considering is the idea of providing you all with Leavers T-shirts too. We would like you to come up with the design.

On the template below, create your design of what you think the Annesley School Leavers T-shirt 2020 should look like.

Once you have completed your design, submit your entry to abrown@annesley.notts.sch.uk before Thursday 18th June.

 

Thank you for the brilliant efforts and entries so far. Please keep them coming in!

Maths Challenges

 

Have a go at these Maths challenges this week.

Have a go at the work for Summer Term Week 7 which looks at algebra - rules, expressions and equations.

As always, let me know if you are struggling with anything.

Click the link to take you to the videos.

I've added the resources for each lesson below too.

Here's another quick daily activity to flex those Maths muscles with.

A little more tricky than the mental Maths, there are 3 reasoning questions per day to test your mathematical understanding with.

The answers are included to help you check how you did too, along with a 'mark scheme' to help with any that you may be unsure of.

Push yourself and give it a go!

Rapid Reasoning Week 1

Race Across the UK Challenge

Here is a fantastic challenge to help test out your Maths knowledge and apply it to a real life situation.

Your challenge, should you choose to accept it, is to plot your route from one end of the country to the other.

Keep careful track of your budget and how long each art of your journey takes.

Will you make it or will you run out of money? Will you be the one who can get there the fastest? Take the challenge and find out.

English: Macbeth

For our English work, we will be looking at one of William Shakespeare's most famous plays: Macbeth.

 

For each lesson, watch the relevant episode of this wonderful Macbeth BBC series, then have a go at the activity or activities linked to the episode. There are also some supporting materials and presentations for each lesson too.

As tempting as it might be, please do not jump ahead next to episode or episodes as this could really mess with the activities. Do not fear - we will definitely watch the entire play eventually over the coming weeks.

 

Below are some general resources for the unit that could prove helpful.

Lesson 1: Main Character Impressions (Episode 1: The Weird Sisters)

Watch Episode 1: The Weird Sisters.

What are your initial impressions of the characters so far?

What adjectives would you use to describe that character and what kind of person do you think they are and why?

Make sure you explain and justify your answers.

Episode 1: The Weird Sisters

Lesson 2: Describing the Witches (Episode 1: The Weird Sisters)

Watch Episode 1: The Weird Sisters.

List the adjectives that you would use to describe the witches. The more ambitious the better.

Write a character description of the witches. Describe them in as much detail as possible. Think about: their physical appearance, their movements and their actions.

Lesson 3: Summarising the plot so far (Episode 2: All Hail, Macbeth! Thane of Cawdor!)

Watch Episode 2: All Hail, Macbeth! Thane of Cawdor!

Summarise the events of the story so far. What has happened? Bullet point all of the key events.

Look again at the events of the story so far.

What do you predict will happen next? Why? Justify your predictions.

Episode 2: All Hail, Macbeth! Thane of Cawdor!

Transition

 

Unfortunately, there is not long left until the end of the year and your time as a Year 6!

Because of this, we will be doing an awful lot of work around transition too prepare you as much as possible for your move to secondary school in September.

We appreciate that it will be more difficult to do this from your homes, especially as there will be many discussions around transition that will be difficult to take part in due to our current situation. We will try to support you as much as possible by providing resources, links and as much information as possible in order to help you as much as we can.

 

We will delve deeper into transition and there will be more activities in coming weeks, but for this week please check out this amazing presentation crammed full of detailed information about secondary school.

Miss Geeson has spent hours crafting this brilliant one stop shop that acts as a brilliant introduction to all of your journey of transition to secondary school.

Give it a read and then answer the questions below. If there is anything you are worried about or anything that you have any questions about then please get in touch and I will do my best to answer your question or try and help you with whatever you are worried about.

Miss Geeson's Moving On Transition Information

Picture 1

Inside Out: Guessing the feelings.

ART

                                                                                                                     ART 1

  Look at the image above. Every section has been filled in using a single design in each, and using only black.

 

  Take a piece of A4 paper and divide it into 12 equal sections. Complete your own Doodle Art filling each section with a single design and one  colour. It does not have to be black.

Send us your completed Doodle.

 

PSHE.

Look at this statement:-

‘Having a routine is better than not having one.’

Is your response to this statement different if you are back in school, or Home learning?

Split a piece of paper in half and list reasons for and against this statement.

What do you think? Find out what someone in your family or in your class thinks. Use your points to write a discussion text. Include a question e.g. ‘Is having a routine better?’, an introduction, reasons for having a routine, reasons against having a routine, conclusion.

 

R.E.

Getting on and falling out

 

Getting along in my family

 

All families have times when they get along well together and times when they tend to fall out. Staying home may have made this more difficult.

Sometimes we find it hard to make up or even talk about it.

Here are some things to think about.

 

When are the times that you get along best?

When are the times that you fall out most?

Sometimes falling out is OK but sometimes it makes everyone upset.

What can you do at the times you fall out most to make everyone feel better?

Can you design a Snakes and Ladders board game, from 1-100, about getting on and falling out? Remember positive things mean you go up the ladder, a negative situation means you slide all the way down a snake.

  

 

 

Examples could include:-

Negatives

You argue about what to watch on television.

You fall out with a brother/sister

You don't complete a job that you have been asked to do.

Positives

You apologise for arguing, without being told to.

You send a friend a text message to check they are OK

You allow someone else to watch what they want to, even though you are missing a favourite programme. 

 

 

 

SCIENCE

This week we are looking at classification. In particular, to begin with, the classification of animals. 

Have a look at these images and identify each animal . Then make a list of the things they have in common. There are at least 6.

As a clue, some of the features that you have are on the list. Eyes, nose, and a brain don't count !

    

 

   

 

Do your list today and the answers will be this page tomorrow!

 

 

So, how did you get on with your list from yesterday, of characteristics for Mammals?( things they have in common)

How many of the following did you have?

Mammals are grouped by some basic characteristics that all of them share.

  • Mammals are endotherms, which means that their bodies can generate heat in order to maintain a suitable body temperature.
  • They have special glands which produce milk for feeding their young after they are born.
  • Hair is another important feature in mammals and it is present on their body at least at some point in their life.
  • They also have three bones in their middle ear.
  • Their circulatory system (how blood is sent around the body) is highly efficient and a four-chambered heart is one of the exceptional features of mammals.We have looked at the Human circulatory system , and some of you dissected an animal heart.
  • All mammals breathe air, even the ones which live in the ocean. 
  • Teeth are replaced once in a mammals life, but not continuously. Humans have baby or milk teeth and then an adult set.

.

 

 

As with Mammals, all living things have features in common.Now we are looking at Plant classification.

 

 

 

 

There is one feature which all plants have in common. They turn light from the sun into food that they need to grow. This called Photosynthesis .

Plants also need water and nutrients from the soil, and carbon dioxide from the air.

Looking at the images above what similarities and differences can you see?How do different types of plant adapt to their environment?

Can you find out how plants that grow in deserts , in water , and on mountains are adapted to their environment?

Draw a picture of a Cactus plant and label the features of adaptation.

 

Plants and animals can be classified into different groups and each has a preferred habitat, with the right conditions, for survival.

Habitats can also be Microhabitats. They can be found anywhere.

Examples of micro habitats-

  • A pond or puddle
  • A rock pool at a beach
  • Under a rock in a stream
  • An overturned rotting log
  • Under a pile of leaves
  • The space beneath a paving stone
  • A mouldy apple
 

For instance, a rotting log may become home to a number of different insect species, a clump of moss, a cluster of  fungus as well as a family of frogs!

 When you are outside, in the garden or on a walk, see what you can find. Keep a record of what you find, through photographs or drawings. Did you find any unusual or surprising things?

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