Farsley Farfield Class 6S blog

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Science this week

11/10/2017 at 12:23

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This week in science we explored how classification and taxonomy applies to plant species. First, we spent some time in the wild flower garden looking at how the plants differed. We talked about which features made them different and how scientists might classify them. Then we returned to the classroom to complete our Garden Centre Challenge. Working in small groups, we classified a wide variety of plants with the aim of creating a clear, logical layout for a garden centre. The plants had to be with similar species and be given a name that applied to all the plants in the group.

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6S go Instructing

06/10/2017 at 16:02

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Homework:

Maths: Long Division. Due Friday 13th October.

Spelling: Adding suffixes to -fer words. Test on Friday 13th October.

Homework

Adding Vowel Suffixes to Words Ending in -fer PPT

We have had another wonderful week in 6S that  began with the final group of children successfully completing their Level 2 in Bikeability.

In literacy this week, children have written and edited sets of instructions on how to survive on a desert island. After identifying the key features of a set of instructions (chronological order, imperative verbs, time adverbs, numbered/bullet points) the children were challenged to remember the different grammar points they have learnt this year which they would need to include as well: modal verbs, expanded noun phrases, sub-ordinating conjunctions (see previous blogs for more details!). The children then wrote a set of instructions setting out how to survive on a desert island.

In maths this week, children have looked at the formal method of long division with one divisor and then with two. I was really impressed with the children’s determination and perseverance in regards to this potentially tricky method. I hope the videos below help with the calculation homework that has been sent out this week.

In RE, children have begun to learn more about the Sikh religion. This week, the children looked at The Mool Mantar which is the first hymn composed by Guru Nanak. It is a statement of the core beliefs about God for Sikhs. After this, children wrote a basic statement of their own beliefs that weren’t necessarily about God but could have been about the world, themselves, their family and their hopes.

Have you seen our Star Wars Day blog? You haven’t? Well you should go and read that here before getting 1000 points on Mathletics!

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Sieve of Eratosthenes

02/10/2017 at 07:55

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Watch the video below and complete the 100 Chart to find all the prime numbers.

 

 

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6S go Bikeabilitying

29/09/2017 at 15:31

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HOMEWORK:

Maths: Multiplication calculations. Due Friday 6th October.

Reading: Comprehension task. Due Friday 6th October.

Learning Log (continued from earlier on in week):

Towards the end of the half term, we shall be finding out about earthquakes as part of our learning in geography. Due in on Wednesday 4th October, we would like children to find out about the earthquake in Mexico on Tuesday 19th September, 2017. How did it happen? What is the impact? Why was there so much damage?

  • Focus on specific vocabulary linked to earthquakes.
  • You may present your findings any way you wish.
  • Make your information clear and detailed.
  • Use two pages. Keep it neat and well-organised.
  • You may wish to stick in maps and pictures. Please write a caption or description to explain why you’ve used them.

Due in Wednesday 4th October.

6S have had a very successful week on their bicycles and have also managed to squeeze in some good learning too!

Each child will have completed at least two sessions of Bikeability training by the end of this week with one more group of children completing their cycling course on Monday. Thank you to all those children who came to school prepared with bicycles and helmets! The staff from Cycle Leeds have been impressed with behaviour, attitude and ability of the children (which is not a surprise!) and it seems we have succeeded in bringing through a cohort of children who are confident and able cyclists.

In maths, children have begun work on multiplication. It is extremely important that children know their multiplication facts for all times tables as this allows for calculations and problems to be solved efficiently and effectively. Well done to those children who do know all of their multiplication and division facts. Those children struggling will continue to benefit from accessing the activities on Mathletics as well as websites and games such as can be found here.

Children’s homework is to complete multiplication calculations and apply these calculations to solve problems. The national curriculum states that children in Year 6 should be able to:

  • multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

A video on how to complete long multiplication can be found below.

Children have also investigated factors of numbers up to 50 to assist in identifying prime and square numbers too.

 

This child has stated that the numbers 6 and 28 are perfect numbers. What does she mean by this?

In literacy,  In Key Stage Two, the children are learning about the content domains (decode, retrieve information, infer, predict, summarise, compare and contrast) that are the different aspects of reading that children are expected to complete. In the past, you may have heard children talking about Reading Biscuits. Due to to the introduction of the new curriculum, children are now beginning to relate different breeds of dog to the different content domains.

KS2 Content Domain Dogs

This week, children  have continued studying Kensuke’s Kingdom and answered inference and deduction questions.

Inference:  is an interpretation that goes beyond the literal information given.

Deduction:  is an understanding based on the evidence given in the text.

Inference and Deduction KS2 PPT

Children have also thought about being stranded on an island and written a set of instructions to explain how to survive. Children were required to use expanded noun phrases, modal verbs and time adverbs (first, next, after that) in their writing. Next week, the children will look back at their work and make improvements via editing.

Thank you for reading this blog! Now go and get 1000 points on Mathletics!

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The Toxonomic Hierarchy – or grouping things!

27/09/2017 at 13:38

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After classifying sweets last week, we began looking at classification in a much more scientific way this week. We looked at the scientific names for several creatures such as: Panthera leo= lion

Elephas maximus = Asian elephant

Daucas carota= carrot

We watched two videos about the taxonomic hierarchy – which is just a scientific word for grouping things! We learned a mnemonic to help us remember the stages of classification:

Dead Kings Play Cards On Fat Green Stools!

I wonder if your child can remember what the initial letters stand for in the taxonomic hierarchy?

We classified the puma, a house cat and a human in this way.

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6S go Hunting for Modal Verbs and other stories

22/09/2017 at 15:48

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Another super week in Year 6 this week!

HOMEWORK:

Maths: Addition and subtraction money word problems; due in on Friday 29th September. Homework

Spelling: -able/ible. Homework.

Learning Log (to be handed out Monday and due in Wednesday 4th October.): Towards the end of the half term, we shall be finding out about earthquakes as part of our learning in geography. Due in on Wednesday 4th October, we would like children to find out about the earthquake in Mexico on Tuesday 19th September, 2017. How did it happen? What is the impact? Why was there so much damage?

  • Focus on specific vocabulary linked to earthquakes.
  • You may present your findings any way you wish.
  • Make your information clear and detailed.
  • Use two pages. Keep it neat and well-organised.
  • You may wish to stick in maps and pictures. Please write a caption or description to explain why you’ve used them.

In literacy this week, the children have learnt all about modal verbs. Modal verbs are an auxiliary verb that usually come before the verb to explain how likely/certain something is.

Tomorrow it might rain so I must remember my umbrella.

The words in bold are modal verbs as these describe how likely it is to rain or how certain the character will remember their umbrella. Other modal verbs include might, should, may could, can, must and ought to. Can you think of any more?

Reflecting on our day at Yeadon Tarn, children used the vocabulary they generated to describe the weather and aspects of nature to create a shape poem. I was really impressed not only with the creativity of the children but also the use of expanded noun phrases and verb phrases to describe. Children also demonstrated they could use personification to make it seem like the weather had human qualities. The angry waves angrily punched the boat in the nightmare storm  was a particular favourite sentence of mine.

Children have also begun studying Michael Morpurgo’s novel Kensuke’s Kingdom in more detail and have begun to explain why the author has used certain phrases in the writing to create mood.

Well done to those children who have already completed books from the 100 Books List. 6S have created a ‘book tower’ in class to document the class’ progress with this challenge. Although the ‘tower’ is only small now, Rome wasn’t built in a day!

In maths, children have reviewed their knowledge of the formal columnar methods of addition and subtraction. The expectation in Year 6 is that children should be able to do this with 6 digit numbers (413, 291 + 137, 865 for example.)  Children have also worked systematically and solved problems such as the following (I wonder whether you can work out the answers!)

  • Fifteen Numbers 
  • Two 6 digit numbers add up to 631, 255. Which two numbers could you choose and why?
  • Three pandas are eating bamboo sticks. There are 51 altogether. They all eat an odd number of sticks. How many bamboo sticks did they each eat? How many different ways can you do it?

Answers in the comments below!

In geography, children read Chapter 3 of Kensuke’s Kingdom and then have begun to map out Michael’s journey from the Solent in Southampton to the Coral Sea to the east of Australia. Children were required to locate the different locations mentioned (Bay of Biscay, Cape Verde Islands, St Helena among many others!) in an atlas before plotting these onto a map of the world.

Thank you for a wonderful week! Children have been sent home with groups for Bikeability that starts next week. Children who have said they will bring in a bike and helmet will need to do so on the day of their Bikeability sessions.

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