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Galley Hill Primary School, Hemel Hempstead. Galley Hill rated GOOD by Ofsted. Value of the Month - HONESTY OUT OF HOURS POSITIVE COVID TEST REPORTING NUMBER:TEXT 07435 502505

Tuesday

English

45 mins – 60 mins

Reading

30 mins

Maths

45 mins – 60 mins

Handwriting

10 mins

Science

45 mins – 60 mins

Art/D.T.

45 mins – 60 mins

Activities for Tuesday 2nd March

English

LO: To perform a poem.

 

Success Criteria:

Clear voice            Intonation         Expression

     Varying volume       Emphasising certain words        Hand gestures         Facial expressions

Choose one of the Philip Gross poems to read aloud

Choose a poem to perform

Watch Michael Rosen tips on how to perform a poem

https://www.youtube.com/watch?v=RvV23xoZRkI

 

 

Look at Videos from Philip Gross reading his poems and choose a few of the poems to listen to

https://clpe.org.uk/poetryline/poets/gross-philip

 

 

Reading

Guided Reading on the Remote Learning Homepage

Literacy Shed

Tomb Raider

Text, questions and answers are all on the document

 

Maths 

LO – To recognise and use square numbers

New unit of Volume and Capacity.

 

Handwriting

Write out each of these words so that you complete 2 lines in your book/paper.

Joined up handwriting

Take your time and concentrate on how each letter is formed and connected.

  • average
  • criticise
  • existence
  • interrupt
  • physical
  • shoulder
  • vehicle

 

 

Science

LO: To plan different type of enquiry. ( YELLOW )

Activities:

Reversible changes – evaporating, filtering, sieving, melting, dissolving

Briefly review their learning from the previous week.  Encourage the use of scientific language linked to dissolving.  Introduce the new learning focus for this session. 

 

Identify that you have provided the children with some water to drink (this should be hidden from them for maximum effect!)  How do we get our water? How do we know it is clean?  Reveal the ‘drinks’ which will be cups filled with water, sand, stones, salt, soil and paper clips.  Would you drink this water? If not, why? At this point the children should explain in greater detail than ‘it’s dirty’.  Why is dirty water not good for drinking? What is in the water?  Are there things we can’t see in the water? How do you know? (This draws on the previous lesson’s learning identifying that some materials dissolve.)  How might we separate all of the different materials to make it clean?  What apparatus might we need to use?  Discuss this briefly to ensure that the children all recognise the different equipment available.

 

Support and Challenge:

Step 1: Children draw and label a diagram of the contents of their cup. 

 

Step 2: They should answer the questions making predictions about the outcome of each step.

 

Step 3: They should carry out the investigation.  It should be encouraged that they choose their own order for the particles to see which will work.  Their investigation should be recorded with simple labelled diagrams.

 

Step 4: Write a clear conclusion that answers all of the key questions.

 

Success criteria:

To know what safe water is

Understand the correct terminology

To investigate several pieces of equipment to clean their water

Resources:

clear plastic cups, soil, stones, salt, sand, paper clips, magnets, sieves (various sized holes), filter paper, water, bowls

     

 

 

D.T.

LO: To understand the aspects of a healthy diet.

Activities:

Scottish foods – healthy diet plate and explain which season your plate would be best for and why. Annotate which foods would need to be imported and which could be locally produced.

Success criteria:

I can explain what a healthy diet is

I can identify foods produced in Scotland

I can explain what seasonality is

PEER ASSESSMENT

 

 

~ Team Year 5 ~

 

 

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