UKTWINKLHELPS Reading-L.I: To show my understanding I can ... · Reading-L.I: To show my understanding I can answer different types of questions. • Read the passage about Pugs and

Primary 4 Weekly Home Learning Grid for School Closures W/B 25.05.20. Below are lots of links to resources and activities, some of which you can download from Twinkl. Twinkl is available to parents for home learning purposes for free by using this code: UKTWINKLHELPS

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Reading-L.I: To show my understanding I can answer different types of questions.

• Read the passage about Pugs and answer the questions in your language jotter or on paper. If you would

like you can continue the story, writing about what happens next.

Writing-L.I To write a description about a setting. Watch the clip How to create a setting This week we would like you to have a go at describing a setting as we build on elements needed for a good story. You can imagine and make up your own or use a picture to help you. Perhaps you could describe one of the Viking worlds e.g. Asgard or Jotunheim. Remember to:

• plan using the template

• include the name of your setting

• describe using your senses (what you see, hear, smell, taste, feel)

• Use adjectives and descriptive phrases

VCOP LI: To up-level the sentences using ambitious language and including more detail.

1. The lady in the dress was scared. 2. She went on a journey to a place.

Spelling-L.I: To construct words used with a-e (LIT 1-21a) □ Look at the new spelling list □ Check the meaning of any words you don’t know □ Select 10 words of your choice □ Read your spelling list to an adult □ Look, say, cover, write, check □ Write 5 sentences using these words □ Challenge – up-level your sentences using VCOP

Talking and Listening-L.I: To recognise that pace, gesture, expression and choice of words are used to engage others. (LIT 1-03a) Watch and listen to the story Frau Holle on BBC bitesize by clicking here When listening and watching think about the words the characters are using. Taking the 5 different characters in the story focus in on how they behave in the conversation. How does their tone change? Do they become angry or do they remain calm and show respect? How do the words help to engage others?

https://www.bbc.co.uk/bitesize/topics/zkgcwmn/articles/zfh6vk7

https://www.bbc.co.uk/bitesize/clips/zjcv87h


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Modern Languages-L.I: To name some vegetables and be able to say what I like and don’t like in French. Use the vocabulary below and make up flashcards of these new words. Practise repeating the French (if you don’t have an adult to help you, use good translate. Type the French words in, then listen to the pronunciation and repeat back the French.

French English

Tu aimes....? Do you like...?

J’aime.... I like...

Je n’aime pas... I don’t like...

beaucoup a lot

Je voudrais... I would like...

s'il vous plaît please (formal or plural)

Vous désirez? What would you like? (formal or plural)

Merci thank you

Au revoir Goodbye

Dans mon panier In my basket

il y a… there is/there are …

un haricot a bean

un concombre a cucumber

une tomate a tomato

une laitue a lettuce

du cresson some watercress

une graine a seed

une graine de haricot a bean seed

Cut out and play the dominoes game –Activity sheet 21. Using the flashcards – j'aime and je n’aime pas, tell an adult one thing you like and one thing you dislike. Practise your acting skills when talking about your likes and dislikes with someone. Remember to be smiley when starting a sentence with j’aime... and really disgusted when using Je n’aime pas. Complete Activity sheet 22. If you want to explore more vegetable vocabulary click here: Vegetables in french

Numeracy and Maths-L.I: To apply number skills to calculate the total spent in a shopping situation (MNU 1-09a) This week we are continuing with money and looking at calculating how much your shopping bill would be when buying certain items. Use your strategies to help add the amounts together. You can complete in your maths jotter or in the document provided below. Remember to choose a mild, spicy or hot. Revise the importance of decimal notation: Decimal Notation

We have attached some game ideas below for you to play if you wish. Spending Spree and Mathopoly! Choose your challenge (change from £1 or £10)!

• Complete the Beat That Choose one of the Beat That sheets from below. If you have not been timing yourself, why not give yourself a challenge this week and try it in the allocated time!

• Complete a CLIC sheet.

https://www.youtube.com/watch?v=lILcCtlcP8U

https://www.bbc.co.uk/bitesize/clips/zm487ty


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Health and Wellbeing-L.I: To understand which tools can help me look after my mental health and wellbeing .(HWB 1-06a) What do you think we mean when we talk about mental health? Tell an adult what you think. Here is a definition:

“Mental Health is about our feelings, our thinking, our emotions and our moods – things you can’t really see, but that affect our lives in lots of ways.”

Watch the clip: Talking Mental Health Activity 1: Use the Feelings Worksheet to think about a recent small feeling you have had. You can describe

it in words or pictures.

Sometimes our feelings get too big for us to manage on our own. What can we do when our feelings become too much/get too big?

Activity 2: With an adult, roleplay talking about a problem or a worry. One person to use the sentence starter

to help them begin the conversation. Give them imagined scenarios, for example, “I am worried that I can’t do my homework”, “I am worried that my friend doesn’t like me anymore, “I am worried about a test a school”.

Activity 3: River of Life Treasure Chest Think about a scenario where someone is experiencing a difficult/challenging feelings. Fill the treasure chest worksheet with strategies that you think would help the person to feel better. You can use words, descriptions or pictures which represent the treasure. *Thinking about the different options we have can help us to feel better and to feel less alone with our uncomfortable feelings and emotions.

Social Studies-L.I: To identify the countries the Vikings explored and the goods they traded. This week we would like you to find out about Vikings as traders and explorers. Read the article: Viking Traders and Explorers Watch the clip: Viking Trade Make a list of all the goods the Vikings had to sell and a list of goods that the Vikings bought. What did they use to pay for items? Colour the map of the areas of trade. If you would like to, we have attached a Viking Trading game you could try out as a family.

Expressive Art (Drama/Music/Art)-L.I. identify the members of the string section of an orchestra. This week you are continuing to work on the orchestra and focussing on the ‘string’ section. Work through the websites from Ms Guinney.

1. Click on the link: Listen and Learn DSO 2. Pick Instruments – String 3. Listen to the examples of each instrument in this section. 4. Click on tab – “Visit The Symphony” 5. Click the seating plan and look at where the string players sit in the orchestra. 6. Click on the link: Strings 7. Listen to the 5 Class Clips 8. New York Philharmonic Kids - click on instrument games.

https://youtu.be/nCrjevx3-Js

https://www.bbc.co.uk/bitesize/topics/ztyr9j6/articles/zw3qmp3

https://www.bbc.co.uk/teach/class-clips-video/history-ks2-ks3-viking-trade/z4b9jhv

https://www.mydso.com/dso-kids/learn-and-listen

https://www.bbc.co.uk/bitesize/topics/z46sr82

https://www.nyphilkids.org/


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RME/Science/Technology- L.I: To understand how rain clouds form. Please follow the following link below and look at Activity 4 – Rainfall. Dundee Science Centre - Weather Week Read over the page and watch the Met Office clip. You do not need to make the water cycle in a bag (we have already done this) but try making your own rain gauge. We are having some interesting weather at the moment so it may be fun to monitor your gauge for a week or so. The STEM challenge this week is Lego Maze. Design a Lego maze for a marble (or a small rolled up bit of foil). You could design some obstacles in the maze for the marble to go through. Be as creative as you like. Ask someone else in your household to try it out. Here is an example:

A Message from my Teacher Hi all, it has been great to speak to those of you who managed to get onto Teams this week. We will be continuing with these meetings on a weekly basis for now. Remember just do your best and do what you can. We hope you have managed to get outside when the weather has been lovely.

Take care. Stay happy and Stay Safe. Mrs McKie and Mrs Young xx

Contact us – [email protected] or [email protected]

Send photos of your work and successes to [email protected] to be loaded onto our

school website and post work onto your class Team/Nursery, P1 Learning Journal

https://www.dundeesciencecentre.org.uk/weather-week

mailto:[email protected]




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Story Setting Checklist

Things to include about your story setting… ✓

A name for the place

Details to make the place believable

Descriptions of

▪The weather

▪The time of day ▪What can be seen

▪What can be heard ▪What can be felt

Adjectives build up an atmosphere and allow the reader to picture the setting in their head, put 3 examples you’ve used in here


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-a-e

made shade accommodate

cage brake erase

page flake accumulate

cake shake escape

lake flame motivate

take shame agitate

make plane evaluate

name grape exacerbate

game shape fabricate

same grave fascinate

gate shave refrigerate

date slave celebrate

late care illustrate

mate fare validate

gave share manipulate

save square emulate

wave stare masquerade


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MILD


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MILD


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Viking trade: The Trading Game

You are a trader in the year 980 AD.

Your aim is to grow rich by trading goods with other places and people.

What to do:

1 Decide where you want to go to buy and sell goods.

2 Now decide what you are going to sell and what you want to buy. What will make

you rich? What do people want to buy in the place you’re going to?

3 Draw the goods you are going to take with you to sell, and decide how much

they’re worth (in weight of silver, or in exchange for other goods).

4 Plan your journey. Will you travel by ship, skates, sledge, or waggon and horse?

Rules:

You can exchange goods with someone else by doing a straight swap.

OR

You can use coins - but only for their weight. You could also use lumps of silver, or

silver and gold jewellery. It’s the weight of the metal that counts.

The winners will be the team that has increased its wealth the most.


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CONSTANTINOPLE (Istanbul)

You are Muslim merchants in

Constantinople. You trade with

merchants from both the east and the

west.

You have:

silks

spices

wine

jewellery

BULGAR (In Russia, on the River

Volga)

You are Rus merchants, trading here

with Vikings from Europe and also with

traders from China and the Muslim

lands.

You have:

Silver from the east to trade

Also:

furs

silks

antlers

ICELAND (settled by Vikings)

You are Viking farmers and merchants

living in Iceland.

You have:

fish

fats

woollens (lots of wool)


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BIRKA (In Sweden, near Stockholm)

You are Viking merchants living and

trading in this Viking town. Things to

trade are brought here from all over

Scandinavia (Norway, Sweden, Finland,

Denmark).

You have:

iron

furs

whetstones

soapstone

fish

timber

antlers

walrus ivory

walrus-skin ropes

JORVIK (York)


trading in this Viking town.

You have: wheat

honey

silver (not much)

tin

jet

woollens

slaves

wooden and leather goods


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DUBLIN (in Ireland)


trading in this Viking town.

You have:

slaves

metal goods - jewellery, weapons, tools

combs made from antlers

MAINZ (In Germany, on the River Rhine)

You are Frankish merchants who trade

with the Vikings.

You have:

pottery

cloth

gold

jewellery

silver

glass

wine

weapons


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HEDEBY (in Denmark, near Schleswig)


trading in this Viking town, which is a big

exchange centre. Traders can buy most

goods here.

You have:

amber

combs

cloth

stone pots

metal goods - jewellery, weapons, tools

Also:

trade goods from other places


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River of Life Treasure Chest


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UKTWINKLHELPS Reading-L.I: To show my understanding I can ... · Reading-L.I: To show my understanding I can answer different types of questions. • Read the passage about Pugs and