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Brinkworth Earl Danby’s CE Primary School

Brinkworth Earl Danby’s CE Primary School

Believe to Achieve! "Roots will grow down into God's love and keep us strong" EPH 3:17

Week Commencing 11.05.20

I hope you enjoyed last week’s work and are all safe and well.

If anyone completes the Aquafresh oral health writing competition, please could you send me a copy as I would love to see them.

Spellings

This week the spellings are:

Year 4 – Statutory Words

Year 5 – Statutory Words

Topic – Modern Farming

Read the modern farming information sheet (below). Can you explain some of the types and consequences of modern farming practices?  Using a set of modern farming sorting cards (below), read, discuss and sort the cards into two groups: positive impact or negative impact. If someone else at home wants to do it as well, you could do this each and compare your decisions.  Discuss and reflect on your findings. Which modern farming practices do you consider beneficial, with the positive effects outweighing the negative? For an extra challenge you could choose a card and research the aspect further to develop a fact file.

Topic – Climate Zones

Look at the  climate zones map (below). Use the key to examine the map and the data provided to discuss the features of each climate zone. Watch the BBC Bitesize climate zones video https://www.bbc.co.uk/bitesize/clips/zr7hyrd.

Review the information presented, including any discrepancies, and ask any questions to clarify learning points. Use the information gathered to complete the climate zones question sheet (below). Share your findings on the topic.

Art/DT – Botanical sketches

Make observational drawings of plants, fruits, vegetables, leaves, flowers, seeds and bulbs using coloured and soft writing pencils. Look at a selection of botanical drawings for inspiration (below) and explore how the artist captures the plant’s form.

  

Note:
Use whatever resources you have to complete this: pencils, charcoal, pastels or paints, as well as microscopes and hand lenses for studying tiny details. If possible (and with adult supervision) you could cut into the fruits and vegetables to create interesting compositions.

RE – Is peace more valuable than money?

Exploring one value that Christians and Humanists share

  • Think about someone you know who is a peacemaker - Name the person and say why. Discuss how you would make peace in the world, e.g.  I will… We all should… Nobody ought to…”
  • Think about charities who help to bring peace.  Think about the work they do and why (e.g. NSPCC, NCH Action for Children, The Salvation Army, OXFAM, Christian Aid, TEAR fund). Discuss how religious and non-religious people can co-operate for peace.
  • Think about the symbols that organisations use and discuss what they mean - make your own symbol for an organisation that works for peace.
  • Can you write your own peace meditation / prayer / song using a famous prayer / song / poem as a model or frame (e.g. 'Make me a Channel of Your Peace’ / ‘The Lord is My Shepherd’ / Give Peace a Chance / a Christmas carol, Ebony and Ivory). Try using this task to develop your vocabulary.

If you do this, I would love to see them and post them on the school website for us all to share.

Peace lovers, or peace makers?

  • One Christian leader (Rev Jim Wallis) says that it is “more important to be a peace maker than a peace lover”: “We all say we love peace, but the world needs more people who actually make peace.” What does he mean? What peace makers do you know? How do they do it? Who is the peacemaker in your family? In school? How do they do it? Can anyone be a peace maker?