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Homework – 29th April
Please complete tasks by Wednesday 4th May
MUST DO TASKS
1) Read every night for about 15 minutes. Don’t forget to record the books you are reading on your
individual reading record. Once you have read 10 books, write a book review and post it on the blog or
write it in your homework book.
ENJOY YOUR READING!
2) Spellings – Practise your spellings using look, cover, write, check.
3)
GRAMMAR ACTIVITY – Practise SATS paper.
Using the glossary you have got in activity 4, work through the spelling, punctuation and grammar
sample SATS paper. If you need any help or something you don’t understand, remember to ask Mr
Robson.
4)
GRAMMAR REVISION CONTINUED– Look at the list in the glossary below. Decide which bits you need
to practise and create a mind map or poster to try to teach it to somebody else. You could also create
your own song, rap or poem to help you learn it.
PARENT HELP GUIDE – SATS REVISION
GRAMMAR GLOSSARY
Synonym – words that mean similar things, e.g. big and enormous.
Antonym – words that mean the opposite to each other, e.g. loud and quiet
Nouns – names
Concrete nouns: names of things that can be seen or touched, e.g. table, tree
Collective nouns – a group of things, e.g. a flock of sheep, a herd of cows
Abstract nouns – names of feelings, e.g. fear, love, anger
Proper nouns – names of places or people. NEED CAPITAL LETTERS!
Noun phrase – a group of words with a noun and an adjective, e.g. gnarled branches, the gnarled branches, the bus with
the red wheels.
Determiners – determiners go in front of nouns. They tell you whether the noun is a general thing or a particular thing,
e.g. Jake wants an enormous sandwich. Other examples: a, this, your, my, that
Pronouns – words that can replace nouns, e.g. He, she, it, they
Relative pronouns – words like ‘who’ or ‘which’. They are used to join two parts of a sentence together, e.g. I saw the
person who won the competition.
Main clause – has a subject and a verb and makes sense on its own, e.g. Rainforests are hot and humid environments.
You can use semi colons to separate main clauses about the same topic, instead of using a conjunction such as ‘and’.
Subordinate clause – gives extra information, but doesn’t make sense on its own, e.g. Rainforests are hot and humid
environments which are located near the equator. The bold, underlined clause is the subordinate clause.
Signed
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Another example – It was slippery because it was icy. Because it was icy, it was slippery.
Relative clause – type of subordinate clause that is often introduced by a relative pronoun., e.g. I bought a car which had
red wheels.
Phrase – a group of words without a verb, e.g. on the wall, at the end of the garden.
Simple sentence – one main clause.
Compound sentence – has two or more main clauses joined with a conjunction, e.g. I like apples, but I also like
oranges. You can use a semi colon instead of the conjunction. I like apples; I also like oranges.
Complex sentence – one main clause and a subordinate clause, e.g. Although I like apples, I love grapes.
Conjunctions – words that join two sentences or two parts of a sentence, e.g. He didn’t want it, so I ate it myself.
Coordinating conjunction – joins two main clauses, e.g. for, and, nor, but, or, yet, so (FANBOYS)
Subordinating conjunction – joins a main clause to a subordinate clause, e.g. it was slippery because it was raining.
Because it was raining, it was slippery. Other examples-although, when, while, since, until, where
Adverb – adverbs are words that add to verbs, e.g. Slowly, the door opened. Interestingly, rainforests are home to about
a half of the world’s total plant and animal species. There are adverbs of time, e.g. today, yesterday, tomorrow, later;
adverbs of manner (how) and place.
Adverbial phrase – tells you how, when, where or how often something happens, e.g. I love sledging. In contrast, my
best friend prefers skiing. At the end of the garden, there is a wonderful water feature.
Preposition – prepositions tell you where, when or why something happens, e.g. Jake is going to Josh’s house in the
morning. They can also tell you when things happen in relation to each other. Let’s play hockey until lunch time.
At the end of the garden, there is a water feature. The bold, underlined part is a preposition phrase and adverbial.
Subject and object – A simple sentence has a subject and a verb. It usually has an object. The subject is the person or
thing doing the verb. It usually comes first. The object comes after the verb. It has something done to it by the verb
(only in active sentences – see active voice)
Verb – a word that can be an action, e.g. bolting or can make things be or happen, e.g. It is amazing. They have eight
legs.
Simple past tense – to write about something that has finished, e.g. Jake walked to the shop.
Simple present tense – write about something that happens regularly, e.g. Jake visits his uncle.
Present perfect – uses ‘have’ or ‘has’ and another verb, e.g. The choir has performed lots of songs.
Past perfect – the following sentence is in the past perfect form: Jake had won the race.
Past progressive – this is past tense but no specific end point so continues, e.g. While he was playing on the swings, I went
up and down the slide.
Active Voice – In active sentences, the subject of the sentence does something to the object. Tom drops the ball. In this
sentence, the subject (Tom) performs the action (drops the ball). The ball is the object.
Passive voice – In passive sentences, something is done to the subject by the object. The ball was dropped by Tom. In
this sentence, the subject (ball) has the action done to it by the object (Tom)
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5) SCIENCE: We have been learning about how the heart works and the effect
of exercise. Complete the activities below which will give you an
opportunity to use what you know to answer the questions.
Investigating pulse rate
(a)
Jo and Sabia are finding out about pulse rate and exercise.
Their teacher tells them two ways they can measure pulse rate.
Method 1:
Method 2:
Feel the pulse in your wrist and
count the beats in a minute.
Use an electronic sensor to
measure the pulse rate.
Jo says, ‘Method 2 is better because it gives results more quickly.’
Give ONE other reason why method 2 is better at measuring pulse rate than method
1.
........................................................................................................................
(b)
Jo and Sabia plan an investigation. Their plan is shown below.
Plan
1) Record resting pulse rate.
2) Run for 2 minutes.
3) Record pulse rate again.
4) Rest for 10 minutes.
5) Repeat the test for skipping, dribbling a football and jumping.
Write a question Jo and Sabia could use their plan to investigate.
........................................................................................................................
(c)
Jo exercises and Sabia records Jo’s pulse rate.
Why is it important that the same person does all the exercises during their
investigation?
........................................................................................................................
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(d)
The table below shows their results.
Jo’s pulse rate (beats per minute)...
Exercise
before exercise.
after exercising for
2 minutes.
running
72
163
skipping
72
165
dribbling a
football
70
155
jumping
75
152
What was Jo’s pulse rate after skipping for two minutes?
..................................................... beats per minute
1 mark
(e)
Which graph shows what will happen to Jo’s pulse rate if she runs at the same
speed for 15 minutes, starting from rest?
Tick ONE box.
1 mark
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6) SUMDOG 500 CHALLENGE!
Try to complete 500 questions on Sumdog.
We have won the attendance certificate for 3 weeks in a row. Now,
let’s be the winning class for completing the most Sumdog
questions.
Enjoy the new games!