GIRAFFE CLASS LEARNING POWERPOINT TUESDAY 19TH JANUARY 2021

Giraffe Class Learning PowerPoint
                th
   Tuesday 19 January 2021

Christmas Writing and Art
             Competition
• Please email photographs of your entries to the
  Giraffe Class email account!
• We know you have been working hard on these
  over Christmas and Miss Pickup will be judging
  them over this coming week.
• Mrs Gray will be handing out prizes and certificates
  at the end of the week in school, while Miss Pickup
  will email prize details and certificates at the end of
  the week to children who are at home.
• giraffes@bratton.wilts.sch.uk

Welcome to today’s learning!
• Here is what we’re going to do today:
   1. Guided Reading – Miss P Reads ‘Journey to the River Sea’
        Chapter 1
   2. Maths – Fractions – Tenths, Decimals and Percentages
   3. Live Lesson 1 – 10.00-10.30am – Maths – Fractions – Tenths,
        Decimals and Percentages
   4. Art – Drawing a Mythological Creature
   5. English – Myth Stories – ‘The Laird of Morphie and the Water
        Kelpie’
   6. Live Lesson 2 – 2.30-3.00pm – English – Descriptive Writing

• Please ask your parents/carers to photograph your work and send it
  to us via the Giraffe Class email account for feedback – we’d love to
  see it!
• giraffes@bratton.wilts.sch.uk

Morning Warm Up!
The Lily Pad Problem
• In a lake, there is a patch of lily pads. Every day, the
  patch doubles in size. If it takes 48 days for the patch to
  cover the entire lake, how long would it take for the
  patch to cover half of the lake?
• Clue: the answer is NOT 24 days!

Answer: Morning Warm Up!
• The Answer: The patch would reach half the size of the lake on day 47.
• Explanation: With all the talk of doubling and halves, your brain jumps
  to the conclusion that to solve the problem of when the lily patch covers
  half the lake, all you have to do is divide the number of days it took to
  fill the lake (48) in half. It's understandable, but wrong.
• The problem says that the patch DOUBLES in size every day, which
  means that on any day, the lily patch was half the size the day before. So
  if the patch reaches the entire size of the lake on the 48th day, it means
  the lily pad was half the size of the lake on day 47.

Video of the Day:
       The Science of Kindness
• What will you do today to be kind?
• The Science of Kindness:
• https://www.youtube.com/watch?v=O9UByLyOjBM

Newsround – Keep up to date with
current events! Watch daily!
• https://www.bbc.co.uk/newsround

Guided Reading
• Today, Miss Pickup is
  going to read you the first
  chapter from our new
  class book.
• Click the link:
• Miss P Reads ‘Journey to
  the River Sea’ Chapter 1:
• https://www.youtube.co
  m/watch?v=L8AzWC548L
  M

Maths
         Including Live Lesson!
• Today’s Morning Teams Live Lesson will be Maths,
  and some of these slides are linked to it.
• The lesson will be from 10.00am-10.30am.
• Please do the warm up activity and look through
  the slides ahead of the lesson, if possible.
• The worksheets on the class page can be
  completed after the lesson, to check
  understanding.

Warm Up: Count 1⁄10s saying equivalent fractions.
                                                                 Let’s count along the
      This number line                                         line to two. One tenth,
      goes up in tenths.                                          two tenths, three
                                                               tenths……ONE, one and
                                                                      a tenth….

               1/         2/    1/    3/    4/
                 5          5     2     5     5

               2/         4/   5   6        8/
                 10         10 /10 /10        10

                                                           Let’s count along in
            Let’s identify                              tenths from 0 to 1 using
        equivalent fractions,                           the simplest equivalent
          e.g. 2/10 = 1/5                                       fractions.

                                                    Now from 1 to 2 – the
                                                     pattern will be the
                                                           same..
     © hamilton-trust.org.uk                       10                                    Year 4

Maths – Fractions –
      Tenths, Decimals and Percentages
• Today, we are going to look at how tenths have two
  best friends, called decimals and percentages.
• They work in the same way, using tens.
• E.g. If I have 1/10 of a cake, we could also say that I
  have 10% (percent) of the cake, or 0.1 of the cake.
• E.g. if I have 6/10 of a cake, we could also say that I
  have 60% (percent) of the cake, or 0.6 of the cake.
• If you can count to ten, you can work with all of these
  related numbers, these three best friends!
• Percentages actually work in hundreds, so we can
  imagine that 10% (percent) is 10/100 or ten one
  hundredths.

Tenths, Percentages and Decimals all work in tens.

1/10 (One tenth) = 10% (Percentage) = 0.1 (Decimal)

This diagram is also in poster form on the class page.

Maths – Fractions –
     Tenths, Decimals and Percentages
• Let’s have a go at converting between them!
• Use the diagram to help you fill in the gaps:
1. 2/10 = _____ % (percent) = _____ (decimal)
2. 5/10 = _____ % (percent) = _____ (decimal)
3. 9/10 = _____ % (percent) = _____ (decimal)
4. 4/10 = _____ % (percent) = _____ (decimal)
5. 7/10 = _____ % (percent) = _____ (decimal)

Maths – Fractions –
     Tenths, Decimals and Percentages
• Answers:
1. 2/10 = 20 % (percent) = 0.2 (decimal)
2. 5/10 = 50 % (percent) = 0.5 (decimal)
3. 9/10 = 90 % (percent) = 0.9 (decimal)
4. 4/10 = 40 % (percent) = 0.4 (decimal)
5. 7/10 = 70 % (percent) = 0.7 (decimal)

Year Fours: One Hundredths
• Imagine that the numberline is divided into 100, rather than
  10. Each line would be worth 1/100 or one hundredth.
• 1/100 = 1 %.
• So, to go back to the cake, if I had 3/100, I would have 3%,
  and if I had 88/100, I would have 88%.
• What percentage would I have if I had 51/100?
• What fraction would I have if I had 74%?

Year Fours: One Hundredths
• Decimals work the same.
• If I had 3/100 or 3%, I would have 0.03.
• (The 0 before the decimal is 1 whole, the zero after the decimal is
  1/10, and the 3 is the hundredths.)
• If I had 88/100, or 88%, I would have 0.88.
• What decimal would I have if I had 67%?
• What % would I have if I had 0.01?

One Hundredths

Maths – Fractions –
     Tenths, Decimals and Percentages
Worksheet Challenges:
Challenge 1: Most Year 3s should start here.
Challenge 2: Confident Year 3s and All Year 4s should
start here. (You could draw the representation ten-
sticks on Page 2 and shade them if you can’t print).
Challenge 3: Move on to when finished Challenge 2.
Challenge 4: Stretch Challenge!

Maths
Challenge 2: Answers:
1. 1/10 and 0.1
2. 2/10 and 0.2
3. 3/10 and 0.3
4. 4/10 and 0.4
5. 5/10 and 0.5
6. 6/10 and 0.6
7. 7/10 and 0.7
8. 8/10 and 0.98
9. 9/10 and 0.9
10. 10/10 and 1
11. 6/10 and 0.6
12. 4/10 and 0.4
13. 5/10 and 0.5
14. 4/10 and 0.4
15. 5/10 and 0.5
16. 6/10 and 0.6

Maths
Challenge 2: Answers:
1. Shade 1 and 1/10
2. Shade 4 and 0.4
3. Shade 5 and 5/10
4. Shade 6 and 0.6
5. Shade 1 and 0.1
6. Shade 7 and 7/10
7. Shade 3 and 0.3
8. Shade 8 and 0.8
9. Shade 5 and 0.5
10. Shade 9 and 9/10
11. Shade 7 and 0.7
12. Shade 9 and 0.9
13. Shade 3 and 3/10
14. Shade 2 and 0.2
15. Shade 4 and 4/10
16. Shade all and 10/10

Art - Drawing
• Today, in art, you are going to be drawing a
  mythological creature, linked to our English studies
  of myth stories.
• You can choose from the three options. Each option
  has a video to show you step-by-step how to do it.
• Play the video and draw along with it,
  pausing/rewinding the video when you need to.
• You will need a pencil, and some colouring pencils.
• There is a freeze-frame of the final picture, if you
  would prefer to copy it from the still on screen.

Art - Drawing
• Challenge 1 – Horse (Verbal instructions on the video).
• (You will find out which mythical horse this relates to in
  English, there are a lot of different mythological horses!)
• You will need: plain paper, and a felt tip pen, ideally black.
  (Or you can use a pencil if you prefer).
• How To Draw A Realistic Horse
• https://www.youtube.com/watch?v=_PAsW_NecYI

Art - Drawing
• Challenge 2 – Water Dragon (Step by step written
  instructions on the video)
• You will need: plain paper, a plain pencil to draw the
  outline, and colouring pencils to colour it in.
• How to Draw a Dragon (Water / Sea Dragon)
• https://www.youtube.com/watch?v=oyuzmCXZEKQ

Art - Drawing
• Challenge 3 – Mermaid (Just watch the artist and copy).
• You will need: plain paper, a plain pencil to draw the outline,
  and colouring pencils to colour it in.
• How to draw a mermaid in simple way|| Mermaid drawing
  for kids and beginners.
• https://www.youtube.com/watch?v=6ygDqP8hgIs

English
          Including Live Lesson!
• Today’s Afternoon Teams Live Lesson will be
  English, and some of these slides are linked to it.
• The lesson will be from 2.30pm-3.00pm.
• Please start the English lesson before this – you
  should read through the introductory slides, and
  listen to/read the myth story.
• We will read and compare the descriptive writing
  extracts (also on the worksheet) together, and
  come up with our success criteria, in the live
  lesson.

English – Myth Stories
• This week in English, we are
  looking at Myth Stories.
• Myth definition: ‘A traditional
  story, especially one concerning
  the early history of a people or
  explaining a natural or social
  phenomenon, and typically
  involving supernatural beings or
  events.’
• We are going to look at some
  myths about water-dwelling
  creatures, linking to our ‘Rivers,
  Coasts and Mountains’
  Geography Topic work.
• Today, we are going to look at
  Kelpies (Water Horses).

English –
                        Myth Stories
• Kelpies are shape-shifting water-spirits that inhabit the lochs, pools and
  rivers of Scotland. They have a horse-like appearance, or a horse with a
  mermaid-type fish tail, but the Kelpie can also adopt human form.
• Usually described as a powerful, beautiful black horse, and often having
  a dripping mane, the Kelpie preys on humans it encounters. Some
  believe that Kelpies are lonely creatures, seeking human
  companionship. However, others believe these creatures will take their
  victims into the water and devour them.
• Legend has it that the kelpie emits a plaintive cry eerily reminiscent of a
  drowning man or woman to attract its prey. Others say it will sometimes
  appear at the water’s edge appearing gentle and bereft, urging
  onlookers to join it for a ride on its back, before violently plunging them
  down to a watery grave.
• The secret to taming the kelpie is its bridle – if you can manage to tear it
  off, the horse is subject to your command.

English –
                         Myth Stories
• We are going to read/listen to a myth about a Kelpie today, read aloud
  by a Scottish lady (Miss Pickup, although part Scottish, cannot speak
  with the correct accent!)
• Play this, but don’t watch it – read the story as you listen (as if it’s just
  audio/sound). Either follow the story on the screen, or print it out.
  Watch out for the words that are written to emulate a Scottish accent!)
• ‘The Laird of Morphie & The Kelpie’
• https://www.youtube.com/watch?v=sk7lOy8yK-8

English –
                  Myth Stories
• Your task tomorrow (Wednesday) and Thursday is to
  write a description of an encounter with a Kelpie.
• You are going to write about the Kelpie appearing out
  of a river or lake, then about getting on its back for a
  ride, and finally plunging down under the water (and
  hopefully, escaping and getting back to the surface).
• You are going to write in the first person, as if it is
  happening to you.
• Use the large images (x 4) on this presentation to help
  you with your writing.
• In our live lesson this afternoon, we are going to look
  at comparing two examples of descriptive writing, and
  how to make sure we write well.

English –
                   Myth Stories
• There is a separate worksheet for this task if you’d like
  to print it out in today’s work section of the class page
  – or you can work directly from this presentation.
• This will be a part of the live lesson this afternoon.
• On the following slides are two extracts from two
  pieces of descriptive writing, in which the storyteller has
  an encounter (meeting) with a mermaid.
• Compare them. Why is the second one better than the
  first? Try to come up with as many reasons as you can.
• Can you identify what the second writer has done
  differently, or any writing techniques they have used?

English – Myth Stories
Mermaid Encounter Extract 1:
         My feet were stuck in the weeds, and I could not
struggle free. I looked around me, trying to find a sign that
someone was coming to help me. I thought all help was lost
when, suddenly, a hand reached for me through the water. Its
fingers closed around mine, gripping hard, and then started
pulling me deeper into the water.
         I kicked at the weeds, but I was still stuck. No! I said to
myself, screaming inside. I was so scared that I would drown if
I opened my mouth to speak. That’s the wrong way! I grabbed
at the arm of the person who had hold of me. Were they
trying to save me or kill me? I wasn’t sure yet. I pulled them
nearer, so I could see them. Suddenly, they were face to face
with me. I was shocked to see that they had blue skin and
really long green hair.

English – Myth Stories
Mermaid Encounter Extract 2:
• My feet caught fast in the weeds, I struggled in vain. Desperately,
  I glanced around me, searching for any sign that someone was
  coming to my aid. At last, just as I thought all hope was lost, a
  pale, slender hand reached for me through the murky water.
  Entwining its fingers around mine, it closed its grip tightly – and,
  to my complete shock and horror, began pulling me deeper.
• I kicked again, my feet still caught in the weeds of the river bed.
  No, no, no! I screamed silently inside my head (I dared not open
  my mouth in fear of losing air and allowing the dirty river water to
  trespass inside my lungs). That’s the wrong way! Grabbing at the
  arm attached to the hand with my free hand, I wrenched my –
  assassin? saviour? the truth was still yet to be revealed – closer to
  me. With one sudden movement, we were face to face in the
  dull, greenish gloom, with only limited light penetrating to this
  depth from the world above to see by. Cool, blue eyes met mine.
  Cool, blue eyes set in dark, BLUE skin, with what seemed like an
  endless, thick curtain of deep, GREEN hair swirling all around us!

Can we come up with a list of
success criteria for tomorrow’s
writing task together?
Success Criteria:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?

We hope that you have enjoyed
      today’s learning!
   Miss Pickup & Mrs Gray