Time

Learning

9-9:10

Joe Wicks virtual PE – bodycoachtv on youtube.com

https://www.youtube.com/user/thebodycoach1

Cosmic Yoga

https://www.youtube.com/c/CosmicKidsYoga/videos

9:10- 9:25

TTRockstars.

Make sure you complete 2 studio sessions and 2 sound checks before going on the garage. Feel free to challenge me!

9:25 – 9:40

Class zoom meeting

9:40-10:40

English

LO: To be able to write persuasively. (Show)

SC1: I can identify what makes a persuasive piece of writing.

SC2: I can edit to ensure my writing is effective.

SC3: I can write including language which appeals to the target audience.

My tutorial will talk you through the steps of the lesson. You can watch it at the start of the lesson and then refer back to it as your progress through the slides. 

Task 1- (Warm-up task 5 minutes) Think back to yesterday when you identified ways of improving the WABOLL. With this knowledge in mind, I’d like you to identify the features you’ve used in your persuasive writing. This task is broken into different levels of challenge.

Task 2- Edit using the checklist of features.This task is broken into different levels of challenge.

Supporting resource- English 03.02.2021 checklist 

Task 3- Edit using ARMS. You will not need to write ARMS again as you have done this previously. If you’re unable to find your previous example, you may use mine which is included on the slides. In this stage, it’s also important to consider your audience and whether your language appeals to them.

This task is broken into different levels of challenge.

Task 4- Reflection. Which feature have you used well?

Which do you need more practise on?

Task 5- If you get time, I would like you to publish your final piece. 

10:40-11:00

Break time/snack time

11:00 – 11:45

Guided Reading

LO: To be able to understand plausible predictions. (KNOW)

SC1: I can use the text to support my own predictions.

SC2: I can recognise which predictions are plausible and which are not.

SC3: I can make my own plausible predictions. 

Pick your level of challenge from the table below.

11:45 – 12:45

Maths

LO: To be able to know how to find the perimeter
SC1: I can understand what the perimeter is
SC2: I can identify how to find the perimeter
SC3: I can use manipulatives to help me

For this lesson we are going to be looking at how to find the perimeter of a shape. 

For this lesson you are going to have to know that the perimeter means all the way around the outside. 

I have included a video to help you with this and show you how to work out the questions. 

I have included chilli challenges below for you to complete, make sure that you are choosing one that is challenging. However, if it is too challenging then you can move backwards, or if it is too easy then you can choose a harder one. 

However, there is not attached challenge, instead I would like you to go and measure the perimeter of items in your house. 

Can you find the perimeter of: 

• A book

• A table

• Your bed

FInd a worked example below

12:45- 1:45

Lunch

1:45 - 2:30

Experience

LO: To be able to know how pitch affects sound
SC1: I can identify how sound is made
SC2: I can understand what pitch means
SC3:I can understand the difference between low and high pitch

For this experiment we are going to be looking at pitch and what that has to do with sound. As always we are going to test what we learn. So our pre learning for this experiment is linked underneath. 

Sound Pitch | BBC Bitesize | science - YouTube

For this experiment we are going to be looking at how pitch is affected, and why it is affected. 

I have included a video to walk you through the experiment and put the steps underneath to help you as well. 

Step1: Your title. 

What are we testing. Start your title with - An experiment to show 

If you are unsure then you can mapie my title of 

An experiment to show how the pitch of a sound is affected. 

Step 2: 

Put your sub heading Hypothesis underline it and then leave a couple of sentences. 

Step 3:

Put the heading Apparatus and fill in what you have used for your experiment

Step 4: 

Put the sub heading Method. REMEMBER to use words like first, second, then, next, after. 

Here is my method to help you magpie if you need. 

First get your apparatus. Lightly tap your spoon against the glass and observe the pitch of the sound. Next add a little more water and then tap the glass again observing the new pitch of the sound. Repeat the steps adding more and more water and then observing what will happen. 

Step 5: 

Go back to your hypothesis, what do you think will happen? 

Step 6: 

Draw out your table of results. 

Step 7: 

Now to run your experiment. Tap the glass of water with your spoon and make sure that you observe the pitch of the sound and record it in your table of results. 

Step 8: 

On to your conclusion

What does your table of results show. How does the pitch of the sound change when the water is in the glass? Do not forget to state whether your hypothesis was correct or not.

Step 9: 

Now I would like you to think about why your results came out the way they did. 

Why does the pitch change when you add water? 

What does the water do to the vibration of the sound to change the pitch? 

2:30- 2:45

Effective Communication

Remember that you have this week and next to complete your chosen outcome. 

Supporting resource- 03.02.2021 Effective Communication 

2:45 - 3:00

Wellbeing and Rights Respecting

3:00 - 3:15

Class Reader