Ms. Dennehy's Fifth Class
[email protected]
Monday 22nd to Friday 26th June
Hi all,
For this week we have one last Maths topic to cover; and I have given you some fun Art to try, a STEM challenge and the last instalment of Active Week!
As we have reached our last week of school, I want to let you know how much I enjoyed teaching all of you, although we weren’t in school together for as long as I would have hoped! Over the last few months we have engaged in an unusual way of teaching and learning, and I know we have all had different experiences, but each of you should pat yourselves on the back for putting in the hard work and effort to make it to the end of the year! As we will not be able to mark the end of 5th class together, I would love if you could think about the following questions yourselves over the next few days, and chat to family at home if you like.
What is your favourite memory from this year?
What was your proudest achievement in 5th class?
What was the most important thing you learned this year?
What are your hopes for next year when you will be in 6th class?
I want to wish all of you the best of luck in 6th class next year. I am sure that you will get on really well, and set a great example for all of the younger pupils in the school.
Have a lovely summer everyone!
There are a few ways to do it. The first way is taken from a website called scientificamerican.com
This website describes the science behind it:
What happens when you bend a piece of spaghetti (or another item)? Two things happen when you bend a material: Parts of it are put under tension, meaning they are being pulled apart. Other parts are put under compression, or being squished together. Certain materials tend to break more easily under either tension or compression, so it is important for engineers and material scientists to study how materials break. Better understanding these details allows them to build structures that won't break. Bridges are a great example—when cars drive over a bridge, their weight pushes downward, causing the bridge to bend slightly. This puts the materials in the bridge in both tension and compression. Engineers have to design the bridge to make sure it can handle these forces.
In this project you will make a "beam" from bundled-together strands of spaghetti. As you hang weights from it, the beam will start to bend—putting some of the strands in tension and some in compression. Which ones break first depends on the physical properties of pasta. Do you think pasta will break first in tension or compression? Try this project to find out!
For this week we have one last Maths topic to cover; and I have given you some fun Art to try, a STEM challenge and the last instalment of Active Week!
As we have reached our last week of school, I want to let you know how much I enjoyed teaching all of you, although we weren’t in school together for as long as I would have hoped! Over the last few months we have engaged in an unusual way of teaching and learning, and I know we have all had different experiences, but each of you should pat yourselves on the back for putting in the hard work and effort to make it to the end of the year! As we will not be able to mark the end of 5th class together, I would love if you could think about the following questions yourselves over the next few days, and chat to family at home if you like.
What is your favourite memory from this year?
What was your proudest achievement in 5th class?
What was the most important thing you learned this year?
What are your hopes for next year when you will be in 6th class?
I want to wish all of you the best of luck in 6th class next year. I am sure that you will get on really well, and set a great example for all of the younger pupils in the school.
Have a lovely summer everyone!
- Maths: Money
- Try the game at the below link. If you need some help, there is a method shown in the yellow box on the top of pg. 60 in ‘Operation Maths’.
- Read the yellow box on pg. 63. This explains how to find the price of 1 item if you are given the price for more than 1 of the item. For example, if you know that a multi-pack of 12 crisps costs €3.48, you can figure out how much each packet of crisps costs (the unit price). Do some practice at the below link. NOTE: You will need to do rough work for these questions https://ie.ixl.com/math/class-5/divide-money-amounts-with-decimals-word-problems
- Using the method above can help us to figure out which purchase is better value when we’re shopping. A 24-pack of juice drinks would usually be better value than a 6-pack, because the unit price often goes down when you buy “in bulk” (larger items). Sometimes, however, the larger purchase is not better value, so we need to check the unit price ourselves. Read the yellow box in the middle of pg. 65. Then choose 3 or 4 questions to do from ‘Work it Out’.
- STEM Challenge
There are a few ways to do it. The first way is taken from a website called scientificamerican.com
This website describes the science behind it:
What happens when you bend a piece of spaghetti (or another item)? Two things happen when you bend a material: Parts of it are put under tension, meaning they are being pulled apart. Other parts are put under compression, or being squished together. Certain materials tend to break more easily under either tension or compression, so it is important for engineers and material scientists to study how materials break. Better understanding these details allows them to build structures that won't break. Bridges are a great example—when cars drive over a bridge, their weight pushes downward, causing the bridge to bend slightly. This puts the materials in the bridge in both tension and compression. Engineers have to design the bridge to make sure it can handle these forces.
In this project you will make a "beam" from bundled-together strands of spaghetti. As you hang weights from it, the beam will start to bend—putting some of the strands in tension and some in compression. Which ones break first depends on the physical properties of pasta. Do you think pasta will break first in tension or compression? Try this project to find out!
Materials
Observations and results
You should find that the spaghetti strands toward the bottom of your bundle start to break first. These are the strands that are under tension (being pulled apart). Dry pasta is brittle, meaning it tends to break very rapidly instead of bending permanently (as opposed to a ductile material such as clay, which can be stretched a lot and will change its shape before it breaks). So, when one piece of spaghetti breaks, all the other pieces might follow in quick succession. This type of brittle failure is what engineers want to avoid in structures, such as bridges. Many other factors also go into bridge design to keep them safe and standing—even under heavy weight
Another way to test it is the picture below taken from frugalfun4boys.com in which they use some Styrofoam to stick the spaghetti into vertically and another piece at the top. It’s pretty impressive how much it could hold. They also test it using blocks to make a bridge and then all more weights on the top. You could try it a few different ways depending on the items you have at home.
- Box of spaghetti
- Two objects of equal height, such as chairs, tables or large cardboard boxes
- Scissors (and adult's help when using them)
- String
- Paper clip
- Large plastic or paper cup
- Objects to use as weights (such as coins)
- Rubber bands or tape
- Recommended: safety goggles (to protect your eyes from flying fragments of broken spaghetti)
- Set up two equal-height chairs, tables or cardboard boxes so they are next to one another, with a gap in between them that is just a few centimeters less than the length of a piece of spaghetti.
- Have an adult help to cut two small holes toward the top of your plastic or paper cup, just under the rim, on opposite sides from one another.
- Tie a loop of string through the two holes in your cup to form a "handle" (turning the cup into a mini-bucket).
- Bend a paper clip into either a "C"- or "S"-hook shape. This will allow you to hang the string handle from strands of spaghetti.
- Place a single piece of spaghetti across the gap between your chairs (or tables, boxes, etcetera).
- Hang your cup from the strand of spaghetti using the paper clip hook that you made.
- Slowly start adding weight (such as coins) to the cup. How much weight do you think the cup will hold before the strand of spaghetti breaks?
- Continue adding weight slowly. If you are using heavy items such as coins, support the cup with your hand when you drop in a coin, then gently lower the cup until the string pulls on the spaghetti. (Do not just drop or throw coins into the cup unsupported, as this could cause the spaghetti to break more easily.)
- Keep adding weight until the strand of spaghetti breaks. (If it bends and falls through the gap without breaking, move your chairs closer together and try again.)
- Now, bundle together five pieces of spaghetti. Do this by wrapping their ends in either rubber bands or tape to hold them together. How much weight do you think the bundled strands of spaghetti will hold? Will it be approximately five times the amount a single strand could hold, more than that or less?
- Place the bundled strands of spaghetti across the gap and repeat the weight test. Remember to add weight slowly. Watch and listen to what happens as you add weight. Can you see or hear any individual strands of spaghetti snap before the entire bundle breaks? Are the first strands that break at the top or bottom of the bundle?
- Try the test again with a bundle of 10 strands of spaghetti (or more, if you have a large cup and lots of coins).
- Observe carefully where the strands that broke are located. Are the strands that fracture first at the top or bottom of the bundle? Do you think these are in tension or compression?
- Extra: Does how you bundle the spaghetti strands together affect how much weight they can hold? What happens if you loosely tie them with string (just enough to hold them together) versus tightly wrapping them with rubber bands or tape?
- Extra: Continue the test with larger bundles of spaghetti. You might need to use a larger container (such as a bucket instead of a plastic cup) to break the larger bundles. You can also perform this activity using water as a weight—just be sure the setup is located outside or where spills can easily be cleaned up.
Observations and results
You should find that the spaghetti strands toward the bottom of your bundle start to break first. These are the strands that are under tension (being pulled apart). Dry pasta is brittle, meaning it tends to break very rapidly instead of bending permanently (as opposed to a ductile material such as clay, which can be stretched a lot and will change its shape before it breaks). So, when one piece of spaghetti breaks, all the other pieces might follow in quick succession. This type of brittle failure is what engineers want to avoid in structures, such as bridges. Many other factors also go into bridge design to keep them safe and standing—even under heavy weight
Another way to test it is the picture below taken from frugalfun4boys.com in which they use some Styrofoam to stick the spaghetti into vertically and another piece at the top. It’s pretty impressive how much it could hold. They also test it using blocks to make a bridge and then all more weights on the top. You could try it a few different ways depending on the items you have at home.
- Art: Finish the Comic
| food_comics-2.pdf |
- Active Month: Sports Day
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- Virtual School Tours
- Water Safety
Being safe around water is extremely important and could save your life or the life of someone you know. It is important that you continue learning about water safety especially at this time of year when you are more likely to visit beaches, rivers and other swimming areas.
Go to https://www.rte.ie/learn/2020/0513/1138157-learn-skills-that-save-lives-by-becoming-a-paws-hero/
Scroll to the bottom of the page to the area for 4th to 6th Class.
Click Step 1 and finish reading pages 13 to 24
Click Step 2 and try some of the interactive lessons to see if you can remember what you have learned.
Click Step 3 if you would like to download a certificate.
'Brís an Cód' answers 15th - 19th June
| code_breaker_answers.png |
Suggested School Work 15th – 19th June
Hi everyone, it's hard to believe that we are halfway through June already! You have all been doing so well to keep up with your learning at home during this time, I'm sure you are looking forward to the end of June so you can have a well deserved break, we are almost there!
Pg. 148 Q. 1 (a) to (c) – orally.
Pg. 149 Q. 3
Pg. 150 Read the yellow box which explains how to convert grams to kilograms. Then do Q1 (e), (f) and (k) and Q2 (b), (c) and (i). Try Q4 (a), (d) and (i) on the next page.
Pg. 152 Q1 (c). As a bonus problem, challenge yourself by doing ‘Work It Out’ (c).
1. See the worksheet below; if you don’t have a printer you can use the page to look at the numbers and the code, then write the words you find on a blank sheet or in your copy.
- Maths: Weight
Pg. 148 Q. 1 (a) to (c) – orally.
Pg. 149 Q. 3
Pg. 150 Read the yellow box which explains how to convert grams to kilograms. Then do Q1 (e), (f) and (k) and Q2 (b), (c) and (i). Try Q4 (a), (d) and (i) on the next page.
Pg. 152 Q1 (c). As a bonus problem, challenge yourself by doing ‘Work It Out’ (c).
- Irish:
1. See the worksheet below; if you don’t have a printer you can use the page to look at the numbers and the code, then write the words you find on a blank sheet or in your copy.
| summer-break-the-code.pdf |
2. Once you have found the words relating to summertime, look up their meaning. You can find out the pronunciation of some words by using https://www.teanglann.ie/en/fuaim (this site also has an English-Irish dictionary). When searching for the pronunciation, type in each word on its own rather than as a phrase. Choose the Munster dialect.
3. Lastly, draw pictures to match a few of the summer words. Or, you can draw a full summer scene and label it with some of the words from the code breaker.
Listen to the audio recordings of Cool! Chapter 6 and the ending.
3. Lastly, draw pictures to match a few of the summer words. Or, you can draw a full summer scene and label it with some of the words from the code breaker.
- English
Listen to the audio recordings of Cool! Chapter 6 and the ending.
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Write a book report based on Cool!
Report:
Use your skills of determining importance to find the main points of the story.
Remember when you are report writing you must give factual information to the reader. You should give your ideas and personal opinions about the main characters, the plot and theme of the story based on events and quotes from the story.
Every book report should include:
Spell Well: pg 70 A and B
dynamath.scholastic.com/issues/2019-20/100119/candy-creations.html
Explore how decimals are used when weighing the jelly beans and other sweets. Use your imagination and decide how you would make your own ‘Candy Creation’. Do a sketch of a piece of art and label what is being used to create your masterpiece. You can even try making a real candy sculpture if it’s ok with people at home.
Water Safety Ireland’s PAWS Water Safety Ireland's PAWS (Primary Aquatics Water Safety) programme outlines the essential life-saving guidelines that every child needs to know. Learn skills that can save lives.
These lessons will guide you through Water Safety at home, on farms, in swimming pools, rivers, lakes and of course at the beach.
To do:
Please click on the link below:
https://www.rte.ie/learn/2020/0513/1138157-learn-skills-that-save-lives-by-becoming-a-paws-hero/
Scroll to the end of the page and complete the following activities:
Reading: Click STEP 1 and read pages 1- 12
Interactive Activity: Click STEP 2 and click on the activity called Whats The word? . Do cloze activities 1-4
Optional: Go back to STEP 2 and do wordsearch.
1. Below you will find different ways to use sports equipment and regular items you might have at home. There are ideas for both indoor and outdoor use.
Report:
Use your skills of determining importance to find the main points of the story.
Remember when you are report writing you must give factual information to the reader. You should give your ideas and personal opinions about the main characters, the plot and theme of the story based on events and quotes from the story.
Every book report should include:
- the title of the book
- the author of the book
- the time when the story takes place
- the location where the story takes place
- the names and a brief description of each of the characters you will be discussing
- many quotations and examples from the book to support your opinions
Spell Well: pg 70 A and B
- Art
dynamath.scholastic.com/issues/2019-20/100119/candy-creations.html
Explore how decimals are used when weighing the jelly beans and other sweets. Use your imagination and decide how you would make your own ‘Candy Creation’. Do a sketch of a piece of art and label what is being used to create your masterpiece. You can even try making a real candy sculpture if it’s ok with people at home.
- SPHE: Water Safety
Water Safety Ireland’s PAWS Water Safety Ireland's PAWS (Primary Aquatics Water Safety) programme outlines the essential life-saving guidelines that every child needs to know. Learn skills that can save lives.
These lessons will guide you through Water Safety at home, on farms, in swimming pools, rivers, lakes and of course at the beach.
To do:
Please click on the link below:
https://www.rte.ie/learn/2020/0513/1138157-learn-skills-that-save-lives-by-becoming-a-paws-hero/
Scroll to the end of the page and complete the following activities:
Reading: Click STEP 1 and read pages 1- 12
Interactive Activity: Click STEP 2 and click on the activity called Whats The word? . Do cloze activities 1-4
Optional: Go back to STEP 2 and do wordsearch.
- Active Month Activities
1. Below you will find different ways to use sports equipment and regular items you might have at home. There are ideas for both indoor and outdoor use.
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2. The FAI have a series of Homeskills videos which you can view at the following link https://www.youtube.com/channel/UC_4CVGZ-aQH2V6cLGYmKMAg.
3. If you would like to advance your Yoga skills, there are 18 Yoga poses laid out in the PowerPoint below.
3. If you would like to advance your Yoga skills, there are 18 Yoga poses laid out in the PowerPoint below.
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Suggested school work 8th - 12th June
Hi all, I hope you enjoyed the bank holiday last week and the nice few days of sunshine we had! We will continue with some activities for 'Active Month' this week, alongside our academic subjects. Have a lovely week everyone.
Please complete the activities on pg. 116 and pg.117. Some guidelines on completing these activities are as follows:
G and H: This is similar to when you learned about síos, thíos and aníos two weeks ago. In G, the words suas (pronounced sou-us), thuas (pronounced hoo-us) and anuas (pronounced an-oo-us) are written in the box, and also shown in sentences with accompanying pictures.
For H, you must choose the correct word to fill in each blank. Each of the 3 words should appear between no. 1, 2 and 3; and again between no. 4, 5 and 6.
Note: ‘suas is used when someone or something is going up, ‘thuas’ is used when someone or something is already up, ‘anuas’ is used when someone or something is coming down.
I - optional: If you have extra time you can write a sentence for each of the three words.
J: Choose two or three of the words or phrases given to put into sentences. Use your foclóir or potafocal.com if you want to look up any of the words.
K: In picture A, some things are labelled incorrectly. Figure out which ones and then correctly label everything in picture B.
There is also ‘Interesting things about time’ which mentions calendars, blue moons and palindromes. Take a look and try the activities that are given.
- Gaeilge:
Please complete the activities on pg. 116 and pg.117. Some guidelines on completing these activities are as follows:
G and H: This is similar to when you learned about síos, thíos and aníos two weeks ago. In G, the words suas (pronounced sou-us), thuas (pronounced hoo-us) and anuas (pronounced an-oo-us) are written in the box, and also shown in sentences with accompanying pictures.
For H, you must choose the correct word to fill in each blank. Each of the 3 words should appear between no. 1, 2 and 3; and again between no. 4, 5 and 6.
Note: ‘suas is used when someone or something is going up, ‘thuas’ is used when someone or something is already up, ‘anuas’ is used when someone or something is coming down.
I - optional: If you have extra time you can write a sentence for each of the three words.
J: Choose two or three of the words or phrases given to put into sentences. Use your foclóir or potafocal.com if you want to look up any of the words.
K: In picture A, some things are labelled incorrectly. Figure out which ones and then correctly label everything in picture B.
- Maths: Time
There is also ‘Interesting things about time’ which mentions calendars, blue moons and palindromes. Take a look and try the activities that are given.
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| interesting_things_about_time.docx |
- English/Art/Music
Think about: How does this chapter make us feel and why? How has the author employed suspense to make us want to read on?
Listen to the audio below.
| 20200603_142942.m4a |
Activities:
Art:
The book is nearly entirely based in the one location of Robbie’s hospital room. As you have listened to the story you will have built up an image in your head of what this room looks like and what the characters look like. We would like you to draw/paint/colour/create a picture or piece of art such as a model or diorama of Robbie’s hospital room. Choose whatever medium you like to work with. The author will have created an image in your head but there will be gaps in his descriptions that your imagination has filled in for itself. It can be really interesting to hear/see how other people picture the characters so we would encourage you to pay attention to details such as hair and eye colour, height, build etc.
Music:
Throughout the novel Robbie mentions songs that Tracey sings or his mom plays on CD at home. Below are some YouTube links for you to listen to some of these songs.
John Lennon “Imagine”: https://youtu.be/L6svOHFSAH8
Kristy MacCall “Days”: https://youtu.be/lhsDPKF--rM
Buddy Holly “Raining in My Heart”: https://youtu.be/lLeZof1wGps
“Food, Glorious, Food” from the Movie “Oliver”: https://youtu.be/ly7PONiKGUs
Imagine you the book was being made into a movie. What other songs would you choose for the soundtrack?
Word Wizard: p 99 D and p 100 A and B
Spell Well: p68 A and B
We will attach the pdf from Twinkl below but it may be more convenient to jot the questions down in your copy so we will put them here also
1:Did you play any sport growing up?
2: What did you do in your free time?
3: What games did you like to play with your friends?
4: Where did you play with your friends? Was it outside your house? In a field? In the schoolyard? Etc
5: What did you do on a rainy day when you couldn’t go outside?
6: Do you see kids today playing the same games you used to play?
7: Are there any games/activities that you see kids playing today that you wish you could have had when growing up?
8: What sort of technology did you have in your house?
9: Do you think children have too many toys to play with nowadays?
10: What was your least favourite game to play as a child?
11:Do you play any of the games you used to play as a child with your grandchildren now?
12: If there was one toy or game that you had growing up that you could bring back now, what would it be? Why?
Art:
The book is nearly entirely based in the one location of Robbie’s hospital room. As you have listened to the story you will have built up an image in your head of what this room looks like and what the characters look like. We would like you to draw/paint/colour/create a picture or piece of art such as a model or diorama of Robbie’s hospital room. Choose whatever medium you like to work with. The author will have created an image in your head but there will be gaps in his descriptions that your imagination has filled in for itself. It can be really interesting to hear/see how other people picture the characters so we would encourage you to pay attention to details such as hair and eye colour, height, build etc.
Music:
Throughout the novel Robbie mentions songs that Tracey sings or his mom plays on CD at home. Below are some YouTube links for you to listen to some of these songs.
John Lennon “Imagine”: https://youtu.be/L6svOHFSAH8
Kristy MacCall “Days”: https://youtu.be/lhsDPKF--rM
Buddy Holly “Raining in My Heart”: https://youtu.be/lLeZof1wGps
“Food, Glorious, Food” from the Movie “Oliver”: https://youtu.be/ly7PONiKGUs
Imagine you the book was being made into a movie. What other songs would you choose for the soundtrack?
Word Wizard: p 99 D and p 100 A and B
Spell Well: p68 A and B
- History
We will attach the pdf from Twinkl below but it may be more convenient to jot the questions down in your copy so we will put them here also
1:Did you play any sport growing up?
2: What did you do in your free time?
3: What games did you like to play with your friends?
4: Where did you play with your friends? Was it outside your house? In a field? In the schoolyard? Etc
5: What did you do on a rainy day when you couldn’t go outside?
6: Do you see kids today playing the same games you used to play?
7: Are there any games/activities that you see kids playing today that you wish you could have had when growing up?
8: What sort of technology did you have in your house?
9: Do you think children have too many toys to play with nowadays?
10: What was your least favourite game to play as a child?
11:Do you play any of the games you used to play as a child with your grandchildren now?
12: If there was one toy or game that you had growing up that you could bring back now, what would it be? Why?
| roi-hy-84-games-in-the-past-grandparents-leisure-activities-questionnaire_ver_1.pdf |
- Extra Activities for Active Month
1. Spell your name with actions
2. Ms Mc Hugh has put together a lovely booklet with 35 simple activities you can do outdoors, have a look at that below.
3. See how many squares you can colour in by completing the activities in this ‘Active Homework Chart’ below.
| 35_simple_outdoor_activities_for_kids_for_active_month.docx |
| active_homework_chart.pdf |
Irish Corrections 2nd - 5th June
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School closure work 2nd – 5th June
Hi everyone, I hope you got on well with your work last week and enjoyed the wellness activities. Don’t forget to keep using any mindfulness techniques that you liked and that work for you. We have some more exciting ideas this week for ‘Active Month’, which will continue for the rest of June. I would still like you to complete as much of the suggested academic work as you can, so try your best to keep up your focus and motivation!
Listen to the recording below and follow the story in your book as it is read (pg. 112 and 113). Then practise reading the story yourself. Using your foclóir or potafocal.com to find the following new words will help you better understand the story: bocht, borróg, fógra, luascadh, silín(í), bréag, trua.
- Gaeilge:
Listen to the recording below and follow the story in your book as it is read (pg. 112 and 113). Then practise reading the story yourself. Using your foclóir or potafocal.com to find the following new words will help you better understand the story: bocht, borróg, fógra, luascadh, silín(í), bréag, trua.
| bgb_audio.m4a |
Try your best to answer the questions in B on pg. 114 and do activities D to F on pg. 115. Some guidelines on completing these activities:
D: Fill in the blank in each sentence using a phrase from the top of the page.
E: Finish each sentence by filling in the blank using one of the phrases given. ‘Ní raibh cead ag Tríona’ means ‘Tríona didn’t have permission to’.
F: In the circle you are shown the phrase ‘Do I have permission to go to....?’. You can practise saying this phrase using the places given in the book, or anywhere else you can think of. The possible answers are ‘Tá cead agat’ or ‘Níl cead agat’.
D: Fill in the blank in each sentence using a phrase from the top of the page.
E: Finish each sentence by filling in the blank using one of the phrases given. ‘Ní raibh cead ag Tríona’ means ‘Tríona didn’t have permission to’.
F: In the circle you are shown the phrase ‘Do I have permission to go to....?’. You can practise saying this phrase using the places given in the book, or anywhere else you can think of. The possible answers are ‘Tá cead agat’ or ‘Níl cead agat’.
- Maths: Number Sentences and Equations
- OM Pg. 175: Read the yellow box and do q.4 (a), (c), (e) and (i). Note: We remember the order of operations using BOMDAS.
- OM Pg. 177: Read the yellow box and do q. 2 (b) and (d). On pg. 178, do q. 3 (a), (d) and (g).
- Functions, inputs and outputs: See the worksheet below. You only need to write into your copy the parts that have blank spaces that you will be filling in. Try to figure out what is happening in no. 1, 2 and 3. Decide what numbers would go into and come out of the “machines”. The triangle and the square are both called function machines. A function machine will do the same thing to any number that goes into the machine (the input), for example, multiply the number by 2. It then gives the answer as an output.
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- Art/Maths:
dynamath.scholastic.com/issues/2019-20/100119/domino-designer.html
Watch the video on rounding too and do the questions following it in your copy.
Can you think of any other unusual items you could use to create Art, things you would find around the house or in a classroom?
- English
Cool! – Gianfranco Zola
‘ ZOLA IN MERCY DASH TO SAVE ROBBIE
Lying in a coma, 10-year-old accident victim Robbie Ainsley had a visit today from his great hero, Chelsea and Italy superstar, Gianfranco Zola. Zola said afterwards: “When I heard about Robbie, that he might wake up from his coma if
I came to see him, I didn’t have to think about it. I came to do what I can. I am a father too.”’
Listen to audio of chapter 4.
A message from Ms Kelliher: Apologies in advance for my really terrible attempt at an Italian accent.
| cool_chapter_4.mp3 |
Imagine you are in hospital with a broken leg.
You get a surprise visitor.
It is a celebrity that you have always wanted to meet.
Write a paragraph describing his or her visit. Remember when writing descriptive texts you are writing something from your own experience; How do you feel? What do you see?, what does the person look/sound like?What do you say?
Spellwell: pg 67 E & F
You get a surprise visitor.
It is a celebrity that you have always wanted to meet.
Write a paragraph describing his or her visit. Remember when writing descriptive texts you are writing something from your own experience; How do you feel? What do you see?, what does the person look/sound like?What do you say?
Spellwell: pg 67 E & F
- Drama:
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- Geography
- Science
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- Active Month Activities
You might like to try some of the following activities as part of Active Month.
- Nature scavenger hunt http://treetoolsforschools.org.uk/activities/pdfs/pdf_texture_hunt.pdf
- Spin the wheel to get a classic game you can play as a family (or click under the wheel to see all activities: www.safefood.eu/START/Healthy-Living/Getting-active.aspx
- Watch this GAA challenge, then attempt it yourself! https://www.youtube.com/watch?v=Nhgytua4JeQ
Irish corrections 25th to 29th May
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School closure work 25th to 29th May
Hi everyone, this week we are celebrating 'Wellness Week'. Included in the suggested work for this week; there are some nice activities on meditation, mindfulness, healthy eating and exercise. It is very important to keep your mind and body healthy!
Please complete the activities on pg. 122 and pg. 123. Some guidelines on completing these activities are as follows:
G and H: In G, the words síos (pronounced shee-us), thíos (pronounced hee-us) and aníos (pronounced an-ee-us) are written in the box, and also shown in sentences with accompanying pictures.
For H, you must choose the correct word to fill in each blank. Each of the 3 words should appear between no. 1, 2 and 3; and again between no. 4, 5 and 6.
Note: ‘síos’ is used when someone or something is going down, ‘thíos’ is used when someone or something is already down, ‘aníos’ is used when someone or something is coming up.
I - optional: If you have extra time you can write a sentence for each of the three words.
J and K: ‘An bhfuil eagla ort?’ means ‘Are you scared?’. The possible answers to this question are ‘Tá eagla orm’ (I am scared), ‘Tá eagla an domhain orm’ (I am very scared/literally: the fright of the world is on me) or ‘Níl eagla orm’ (I am not scared). For each thing mentioned in K, decide whether you are very scared, scared or not scared of it. Ignore the last 2 lines on the page.
2. Irregular verbs
- Gaeilge
Please complete the activities on pg. 122 and pg. 123. Some guidelines on completing these activities are as follows:
G and H: In G, the words síos (pronounced shee-us), thíos (pronounced hee-us) and aníos (pronounced an-ee-us) are written in the box, and also shown in sentences with accompanying pictures.
For H, you must choose the correct word to fill in each blank. Each of the 3 words should appear between no. 1, 2 and 3; and again between no. 4, 5 and 6.
Note: ‘síos’ is used when someone or something is going down, ‘thíos’ is used when someone or something is already down, ‘aníos’ is used when someone or something is coming up.
I - optional: If you have extra time you can write a sentence for each of the three words.
J and K: ‘An bhfuil eagla ort?’ means ‘Are you scared?’. The possible answers to this question are ‘Tá eagla orm’ (I am scared), ‘Tá eagla an domhain orm’ (I am very scared/literally: the fright of the world is on me) or ‘Níl eagla orm’ (I am not scared). For each thing mentioned in K, decide whether you are very scared, scared or not scared of it. Ignore the last 2 lines on the page.
2. Irregular verbs
- Moving on from last week, study the last 3 verbs in the Powerpoint (ith, clois, beir). View the last recap slide also. You can see that the Aimsir Chaite (past tense), Aimsir Láithreach (present tense), Aimsir Fháistineach (future tense) of each verb is written out.
- To practise using these verbs, complete the worksheet below. Instructions: Choose one of the underlined terms and re-write the sentence correctly. For example, you should re-write the 1st sentence on the worksheet as: ‘D’ith sí an cáca seacláide’, as this would be the correct way to use the verb ‘ith’ in the past tense.
| worksheet_to_practise_irregular_verbs_ith_clois_beir.docx |
- Maths: Number Theory
2. Factors and multiples: OM Pg. 155. Q. 1 – Think about the question first and then read the information in the yellow box. Take note of the definitions of factor, multiple and product. On pg. 156, try Q. 4 (c) and 6 (a). As an example, the answer to 4 (a) is that 4, 21 and 28 are not factors of 14; and the answer to 6 (c) 54 and 552 are not multiples of 5.
3. Square and rectangular numbers: See the yellow box on pg. 157. Answer the following questions by writing and drawing in your copy:
a. After 9, what is the next square number you can make?
b. After 6, what is the next triangular number you can make?
c. After 12, what is the next rectangular number you can make?
(Question 1 in the textbook might help you to see a pattern and answer the questions above)
See the yellow box on pg. 158 and do Q. 3 underneath.
4. Prime and composite numbers: See the worksheet attached and follow the steps included. If you don’t have a printer to print the sheet, you might have a hundred square at home/in your school things, or else you can copy the numbers into your Maths copy.
3. Square and rectangular numbers: See the yellow box on pg. 157. Answer the following questions by writing and drawing in your copy:
a. After 9, what is the next square number you can make?
b. After 6, what is the next triangular number you can make?
c. After 12, what is the next rectangular number you can make?
(Question 1 in the textbook might help you to see a pattern and answer the questions above)
See the yellow box on pg. 158 and do Q. 3 underneath.
4. Prime and composite numbers: See the worksheet attached and follow the steps included. If you don’t have a printer to print the sheet, you might have a hundred square at home/in your school things, or else you can copy the numbers into your Maths copy.
| maths_worksheet.docx |
- English
Before/During Listening:
Have you heard of the expression “emotional rollercoaster”? This is used to describe when some has a range of strong emotions. As you listen to Chapter 3 we would like you to pay close attention to the range and the strength of emotions experienced by Robbie
This week you are listening to the voice of Ms Keohane reading Chapter 3.
| cool_chapter_3 |
After Listening:
Making connections: Mr McAllister clearly feels hugely guilty about hitting Robbie with his car. Have you ever made a mistake or had an accident that made you feel very guilty or upset? Do you feel sorry for Mr McAllister? Can you empathise with Robbie for initially feeling very angry with him? Do you think it was fair of Robbie to blame him?
In Chapter Three we hear the story told from the perspective of Robbie. But what was going on in Mr McAllister’s mind that day? Pretend you are Mr McAllister and write a diary entry for the day you visited Robbie in the hospital. This chapter is full of emotions so make sure to describe your feelings....how you felt on the drive from Scotland, seeing Robbie in the hospital bed, after you left etc.
Remember, a diary entry can be a very descriptive piece of writing. Try to appeal to all the senses and include some details to make it more of a compelling read.
Word Wizard:
Complete p 99 C : You are asked to decide whether the statements are fact or opinion. A fact is a statement that can be proven true or false. An opinion is an expression of a person's feelings that cannot be proven.
Complete p 99 D.
Spell Well
Revision p 66 C and p 67 D.
Making connections: Mr McAllister clearly feels hugely guilty about hitting Robbie with his car. Have you ever made a mistake or had an accident that made you feel very guilty or upset? Do you feel sorry for Mr McAllister? Can you empathise with Robbie for initially feeling very angry with him? Do you think it was fair of Robbie to blame him?
In Chapter Three we hear the story told from the perspective of Robbie. But what was going on in Mr McAllister’s mind that day? Pretend you are Mr McAllister and write a diary entry for the day you visited Robbie in the hospital. This chapter is full of emotions so make sure to describe your feelings....how you felt on the drive from Scotland, seeing Robbie in the hospital bed, after you left etc.
Remember, a diary entry can be a very descriptive piece of writing. Try to appeal to all the senses and include some details to make it more of a compelling read.
Word Wizard:
Complete p 99 C : You are asked to decide whether the statements are fact or opinion. A fact is a statement that can be proven true or false. An opinion is an expression of a person's feelings that cannot be proven.
Complete p 99 D.
Spell Well
Revision p 66 C and p 67 D.
- Meditation
One of the ways to do it without anything is to work your way through all your muscles.
It is best to do this lying down.
It helps to do long slow breaths as you meditate.
You begin at your toes, curling them up and then relaxing them.
Then your feet, tighten the muscles and relax them.
Move up to your calf muscles, tighten and relax.
Then your thighs, tighten and relax.
Continue like this tightening and relaxing your muscles up along your body, your glutes, your stomach, your chest, your arms, your hands, each of your fingers, your shoulders, your neck and finishing with your face.
By the end all the muscles in your body should feel relaxed.
You can listen to a guided meditation from me below.
| guided_meditation.m4a |
- Mindfulness Colouring
| mindfulness-colouring-sheets-bumper-pack-_ver_3.pdf |
- Gratitude
One idea is when you all sit down together for a meal, that you take turns telling the family something you were grateful for that day.
Another idea is having an “I appreciate” board somewhere central in your house. You can write little messages to one another such as “I appreciated John picking up his toys” or “I appreciated Mom helping me with my maths” etc
We are very grateful to Ms Fitzgerald who put together the below Scoil Chroí Íosa Wellness Gratitude Journal. It is a lovely way to think about and keep track of your wellbeing this week. If you can’t print it off you could make your own in a copy or on paper using the ideas in the journal.
| wellness_journal_senior_classes.pdf |
- Healthy Eating
Have a look at the food pyramid below. Can you think of one change you can make to your diet that will make it a little bit healthier? Just one extra piece of fruit or veg or an extra glass of water can make all the difference.
Here is a lovely recipe from Supervalu Recipes for Healthy Pancakes which you might like to try at home.
RECIPE OVERVIEW
These pancakes are filling, hugely nutritious and a great way to start the day. Combine with peanut butter, fresh fruit and a drizzle of honey for the greatest enjoyment. If you have some left over, they can even double up as a snack for later in the day.
PREPARATION TIME: 10 minutes COOKING TIME: 15 minutes
Serves: 2 people
RECIPE OVERVIEW
These pancakes are filling, hugely nutritious and a great way to start the day. Combine with peanut butter, fresh fruit and a drizzle of honey for the greatest enjoyment. If you have some left over, they can even double up as a snack for later in the day.
PREPARATION TIME: 10 minutes COOKING TIME: 15 minutes
Serves: 2 people
- 1 Banana (peeled)
- 1 knob Butter
- 3 Egges
- 2 tbsp Golden Flaxseed
- 1 tbsp Honey
- 125g Jumbo Oats
- 8 Raspberries
- 4 Strawberries (hulled and quartered)
- Blitz the eggs, banana, oats, flaxseeds and honey in a food processor or blender until well combined. Stir in the berries and any other desired ingredients, such as a pinch of ground cinnamon, dried fruit or even some ground almonds.
- Melt the butter in a frying pan set over a high heat, then add in spoonfuls of the batter.
- Cook for 4 minutes on each side, until golden brown. Serve straight away, while still warm.
- Exercise
We’re sure you are all missing Fachtna’s lessons in school. He is setting daily challenges that you can do at home. The link below will take you to his twitter page.
https://twitter.com/GPOBlarn_Btown
Another great way to have fun and get some exercise is creating obstacle courses.
Ideas on How to Create a Homemade Obstacle Course
Making a homemade obstacle course can be great fun and can be made with things you already have. You may not have all the things suggested so just pick and choose from what you do have. You can create different loops and rearrange them in different orders to make it more interesting or challenging. Have a starting spot and try and have it so that each challenge leads to the next ending back at the starting spot. It can be all outdoors, all indoors or travel between the two.
You could also race a sibling or time yourself and then try to beat that time.
Here are some ideas to start you off but you have wonderful imaginations so you might come up with other ideas yourselves.
- Chairs: crawl under/over, jump over/off
- Balls: There are loads of challenges using balls so here are a few ideas: bounce the ball ten times, throw the ball into a target like a basketball net, a hula hoop, a washing basket or a circle drawn with chalk on the floor, have a number of balls in one basket and you must transfer them all to another basket (make it more challenging by placing one hand behind you back)
- Ride ons: any type of bike, trike, scooter, tractor etc from one place to another.
- Trampoline: do a set number of bounces or star jumps etc
- Hurley/racket/bat etc: Balancing the sliotar/ball on your hurley/racket as you cross an area, using them to strike the ball off a target (you could draw one on a garden wall with outdoor chalk or just use a naturally occurring target like between two trees.) Keepy-uppy challenge with hurley, racket or body.
- Slide: going up the ladder and down the slide.
- Swings: swinging up and jumping on to a target or a set number of swings back and forth.
- Tunnel: throw a large sheet or blanket on the ground. Best to weigh down the corners and then commando crawl (like a soldier) under it. If you have one of those toy tunnels that would obviously be great also. Otherwise you could put a few chairs in a row and commando crawl through the legs
- Jumping: Jumping off stuff like the couch or a wall etc. Jumping onto a target spot. Long jumps. Hopping or bouncing from one spot to another, drawing a hopscotch game on the ground using a stone or chalk, using a skipping rope to do a set number of skip jumps.
- Zig zags: running along a rope on the ground that is swirling back and forth, using toys or cans to make cones and running in and out between them in a zig-zag fashion.
- Balancing: walking along anything that you have to keep your balance on such as a plank of wood, the edge of a footpath, a series of paint tins etc.
- Nerf guns: shoot nerf bullets at a target or set a number of bullets to shoot as fast as you can.
- Optional Extra
Last weeks Irish Corrections:
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School closure work 18th to 22nd May
Hi everyone, I hope you are all doing well and are managing alright with your school work, well done for keeping up the work as best you can. Please see below the suggested school work for the week of the 18th of May. You can scroll to the end of this week's work for the Bun go Barr corrections for last week.
Try your best to answer the questions in B on pg. 120 and do activities C to F on pg. 120 and 121. Some guidelines on completing these activities:
C: Choose the correct verb to begin the sentence.
D: Finish each sentence by filling in the blank using a phrase from the top of the page: “Lean said orthu” means “They continued/they carried on”.
E: Again, finish each sentence by filling in the blank using one of the phrases given. “Dúirt an ceannaire le Dónal fanacht faoin gcarraig” means “The leader told Dónal to stay under the rock”.
F: Just read the phrase and look at the pictures which illustrate the phrase.
- Maths: Area
- OM Pg. 129: Study the yellow box on this page. Then try questions a, b, c, d and g in the ‘Work it Out’ section below.
- OM Pg. 130: Read the yellow box and use this as an example to help you complete q. 1 a – d for 2 or 3 of the shapes given (you don’t need to do all 4 shapes).
- Do tutorial 70 and 71 in the Busy at Maths CJ Fallon Student Resources.
- For an extra challenge, try the ‘Work it Out’ questions in OM Pg. 131.
- Gaeilge
- Bun go Barr Chapter 19
Try your best to answer the questions in B on pg. 120 and do activities C to F on pg. 120 and 121. Some guidelines on completing these activities:
C: Choose the correct verb to begin the sentence.
D: Finish each sentence by filling in the blank using a phrase from the top of the page: “Lean said orthu” means “They continued/they carried on”.
E: Again, finish each sentence by filling in the blank using one of the phrases given. “Dúirt an ceannaire le Dónal fanacht faoin gcarraig” means “The leader told Dónal to stay under the rock”.
F: Just read the phrase and look at the pictures which illustrate the phrase.
| 20200514_182601.m4a |
2. Irregular verbs
- Moving on from last week, study the next 4 verbs in the Powerpoint (abair, feic,tar, tabhair). You can see that the Aimsir Chaite (past tense), Aimsir Láithreach (present tense), Aimsir Fháistineach (future tense) of each verb is written out.
- To practise using these verbs, fill in the correct verb in the blank space in each sentence below, don’t forget to use the correct tense too. The first two are done for you. You can do this in your copy, you only need to write out the Irish translation and number your sentences.
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- English
Grammar pg 95 Acivities A, B (orally) and C
Persuasive Writing 2: WW; Comprehension pgs 97 and 98
Pg 97 Act A: looking at the picture for the comprehension on pg 98 make three predictions and write three questions based on the illustrations.
Read pg 98 and go back to activity B on pg 97 to see if your questions were answered and your predictions were correct.
Do Activities A and B pg. 99
Cool: Listen to the audio reading of Chapter 2 of 'Cool' by Michael Morpugo (It was my turn to read this week).
| 20200514_205117.m4a |
Now that you have listened to the first two chapters I would like you to write a short summary of each one. A summary expresses and covers the main points of a written piece. For someone who has not read the chapters they should get a clear picture of what they were about through reading the summary.
Spell Well: pg.66 Wk 32 acts A and B
Read: United Irishmen Rebel on pg 56.
Activities: Small World pg57
Do Acts A3, B 3 & 4,
Discuss activity C 3,
Activity D: Choose 1
Activity E2: There are two bronze statues of Theobald Wolfe Tone in Ireland. One is in Dublin, the other is in Bantry (where Ms. Keohane lives). Look up each one to find out where they are and who designed them.
Wolfe Tone Dublin: http://www.talkingstatuesdublin.ie/statues/wolfe-tone/
Wolfe Tone statue Bantry https://statues.vanderkrogt.net/object.php?webpage=ST&record=ie194
Both statues although of the same person are quite different. Discuss which one you prefer and why.
Ms Keohane has written this short summary for us of the events based around the French Armadas failed attempt to land in Bantry. In it are some photos of herself and Ivy on Wolfe Tone Square in Bantry beside the statue of Theobald Wolfe Tone and another of the Anchor of one of the French Armada ships that were wrecked in Bantry Bay.
In the document below, read about Wolfe Tones first attempt to fight against British rule in 1796: The French Armada in Bantry Bay.
Listen to the audio below also.
Spell Well: pg.66 Wk 32 acts A and B
- History
Read: United Irishmen Rebel on pg 56.
Activities: Small World pg57
Do Acts A3, B 3 & 4,
Discuss activity C 3,
Activity D: Choose 1
Activity E2: There are two bronze statues of Theobald Wolfe Tone in Ireland. One is in Dublin, the other is in Bantry (where Ms. Keohane lives). Look up each one to find out where they are and who designed them.
Wolfe Tone Dublin: http://www.talkingstatuesdublin.ie/statues/wolfe-tone/
Wolfe Tone statue Bantry https://statues.vanderkrogt.net/object.php?webpage=ST&record=ie194
Both statues although of the same person are quite different. Discuss which one you prefer and why.
Ms Keohane has written this short summary for us of the events based around the French Armadas failed attempt to land in Bantry. In it are some photos of herself and Ivy on Wolfe Tone Square in Bantry beside the statue of Theobald Wolfe Tone and another of the Anchor of one of the French Armada ships that were wrecked in Bantry Bay.
In the document below, read about Wolfe Tones first attempt to fight against British rule in 1796: The French Armada in Bantry Bay.
Listen to the audio below also.
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Read (optional) and examine images: https://kids.kiddle.co/Irish_rebellion_of_1798
Round 3 of Quiz Physical Feature of Europe. We would like you to make up 5 more quiz questions to test your friends/families knowledge of the physical features of Europe.
Use following links to help:
Mount Vesuvius: https://youtu.be/bWR2Qlwa3wU
Worldwide mountain ranges: https://youtu.be/01qzgULTduQ
What is a fiord?: https://youtu.be/rJrVP43MZYI
Learn about volcanoes and their formation:
Read: http://www.primaryhomeworkhelp.co.uk/mountains/volcanoes.htm
Watch: https://youtu.be/lAmqsMQG3RM
- Geography:
Round 3 of Quiz Physical Feature of Europe. We would like you to make up 5 more quiz questions to test your friends/families knowledge of the physical features of Europe.
Use following links to help:
Mount Vesuvius: https://youtu.be/bWR2Qlwa3wU
Worldwide mountain ranges: https://youtu.be/01qzgULTduQ
What is a fiord?: https://youtu.be/rJrVP43MZYI
- Science: Volcanoes.
Learn about volcanoes and their formation:
Read: http://www.primaryhomeworkhelp.co.uk/mountains/volcanoes.htm
Watch: https://youtu.be/lAmqsMQG3RM
- Drama: Cartoon Characters
See the activities below (2 pages).
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- Art: Snoopy
- Music: ‘Peanuts’ Theme Song
Think about the following questions and answer them orally:
What instruments can you hear in the ‘Peanuts’ theme tune?
What words would you use to describe this piece of music? Is the tempo slow or fast?
How does it make you feel? Happy, sad excited, bored?
Think of the theme songs that play at the beginning of some of the t.v. shows you watch. There may be words and music, or music only. Do you know any of these theme songs by heart? Do you become excited to watch the show when you hear the theme tune start to play?
- Religion/Music:
Listen: Spirit Filled Day https://youtu.be/adHR58h4WIc
- SPHE:
See the worksheet below based on sharing information and photos online. Look at and read through the worksheet, then use your copy to answer the questions at the end of the worksheet. (No need to print the page).
2. Breathing Exercises
Breathing is a great way to help us to relax and cope with stressful or worrying situations. Knowing different breathing techniques can be very useful and used as a way to help us to cope with our feelings and emotions, especially during times of stress. This week we would like you to try the Elephant Breathing technique and also the Take 5 breathing technique. Practice each one a few times during the week and note how you feel before and after practicing each one.
Breathing is a great way to help us to relax and cope with stressful or worrying situations. Knowing different breathing techniques can be very useful and used as a way to help us to cope with our feelings and emotions, especially during times of stress. This week we would like you to try the Elephant Breathing technique and also the Take 5 breathing technique. Practice each one a few times during the week and note how you feel before and after practicing each one.
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- PE:
- Optional:
https://www.montereybayaquarium.org/animals/live-cams/
https://zoo.sandiegozoo.org/live-cams
Bun go Barr Corrections 11th to 15th May
School closure work 11th to 15th May
Hi everyone, I hope you all had a good week. Please see below the suggested schoolwork for the week beginning 11th of May. Best of luck with completing your work. To find the corrections to last week's Irish questions, please scroll to the end of this week's work.
Put the words and phrases into the correct order to make sentences. Note that sentences in Irish usually start with a verb, then the subject (person/people), and often finish with the ‘when’ part of the sentence. Sometimes the ‘when’ part can come first, then the verb, then the subject.
- Maths: Area
- In your OM textbook, go to pg. 126. Read the yellow box and complete questions 1 and 2.
- Next, do tutorial 68 and 69 in the Busy at Maths CJ Fallon Student Resources.
- Music and Maths: Click on the following link to learn about Japanese taiko drums and area: https://dynamath.scholastic.com/issues/2017-18/030118/beats-of-art.html#950L On this website you can read about the drums, watch the video up to 1:22, look at the poster and do the activities.
- Go back to your OM textbook, do pg. 127 (read the yellow box and do q. 1) and pg. 128 (q. 4 only).
- Gaeilge
- Irregular verbs
- View the first slide in the PowerPoint below, then study the verbs in the next 4 slides (bí, faigh, déan, téigh). You can see that the Aimsir Chaite (past tense), Aimsir Láithreach (present tense), Aimsir Fháistineach (future tense) of each verb is written out.
- To practise using these verbs, try to write 1 or 2 short sentences for each verb using any of the tenses. For example, for ‘faigh’ you could write: Fuair sé liathróid. Gheoghaidh said milseáin.
Put the words and phrases into the correct order to make sentences. Note that sentences in Irish usually start with a verb, then the subject (person/people), and often finish with the ‘when’ part of the sentence. Sometimes the ‘when’ part can come first, then the verb, then the subject.
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- SESE
This week we will be continuing our study of World Revolutions. This week we will be focusing on The French Revolution.
In your Small World History begin reading on p 54 from the paragraph entitled “Social Problems in France” and continue reading until the end of the paragraph on page 56 entitled “Reign of Terror”.
You may also like to watch the following YouTube videos. They contain similar information to what is in your book but the animation may help you to understand and retain it.
What caused the French Revolution https://youtu.be/PBn7iWzrKoI
The French Revolution in a Nutshell https://youtu.be/VEZqarUnVpo
Complete Activities: p 57 A (1-40, B (1-3) and C (1 and 2)
Geography
This week we will continue our study of the Physical Features of the World this time focusing on Asia.
Read pages 30 and 31 in your Small World Geography and Science and complete the activities on page 31.
Time for round 2 of the quiz! How did your family/friends fair in their knowledge of American physical features? Will they do as well (or better) when it comes to the physical features of Asia? Research one and make up 5 questions.
The following links may be helpful:
Dead Sea: https://kids.britannica.com/kids/article/Dead-Sea/346106
Mount Everest: https://kids.kiddle.co/Mount_Everest
The Mariana Trench: https://kids.kiddle.co/Mariana_Trench
Krakatoa: https://kids.britannica.com/kids/article/Krakatoa/623888
Science
Throughout the year we have been learning a lot about Climate change and making changes to our everyday lives in an attempt to reduce our carbon footprint and to slow the rate of climate change.
This week we want you to think about some of the waste we produce in our homes. What happens to it when we put it in the bin? You probably have multiple bins in your homes such as compost, food waste (brown bin), recycling and rubbish.
A lot of our waste ends up in landfill otherwise known as the dump. Some waste will biodegrade.
The definition of “biodegrade”: is to decay and become absorbed by the surrounding environment.
If you would like to learn more about what biodegradable means you could watch this YouTube video: https://youtu.be/jx-6xUxFhv8
You may like to try the following experiment to test which types of waste biodegrade and which do not.
Important!! Please check with an adult before you go digging up the garden!!
Materials Needed
- An area of ground that you have permission to dig up
- A small trowel or shoval for digging
- Some string
- An assortment of rubbish (e.g. food wrapper, some leftovers from lunch-apple, lettuce, crusts etc, some packaging-styrofoam, plastic wrap, cotton fabric, tinfoil, paper, cardboard, basically anything from your bin but try to have a variety in type)
- A sheet of paper/copybook
Make a list in your copy of the items you have chosen to bury.
If you think an item will biodegrade mark it with the letter B for Biodegradable.
If you think an item won’t biodegrade mark it with the letter N for Non-Biodegradable.
Next to each item that you have marked as biodegradable write how long you think it will take to biodegrade.
e.g. Tinfoil N
Apple core B 2 weeks
Procedure
- If possible dig up a space big enough so that you can bury each item on its own.
- Give the soil a good dig/ turning the soil over and then dig about 6 inches down.
- Use the string to make a grid so that your area is divided into sections. Draw the grid in your copy to keep track of where you buried each item. See below for an example of the grid you could draw.
- Cover with soil
The Waiting Game
So now is the test of your patience. It’s best to wait at least a month before checking for your results and then if there are some things still remaining wait up to another 2 months. (3 months in total).
Last week we began learning about persuasive writing. In history we are learning about the inequalities faced by the poorest people in society in France which in part led to the revolution. Imagine you are a peasant in France during this time. Write a letter to King Louis XVI trying to persuade him to reduce taxes and improve living conditions for the poor.
Some words/phrases which may help you:
So now is the test of your patience. It’s best to wait at least a month before checking for your results and then if there are some things still remaining wait up to another 2 months. (3 months in total).
- English
Last week we began learning about persuasive writing. In history we are learning about the inequalities faced by the poorest people in society in France which in part led to the revolution. Imagine you are a peasant in France during this time. Write a letter to King Louis XVI trying to persuade him to reduce taxes and improve living conditions for the poor.
Some words/phrases which may help you:
Cool
This week we are going to begin studying a novel by Michael Morpurgo called Cool. Just like we would do in class one of the 5th class teachers is going to read a chapter to you each week and we will assign you some activities to go along with it. This week you have the soothing tones of Ms Kelliher to enjoy ;) Message from Ms Kelliher: It took me about 5 attempts just to say Michael Morpurgo...his name is like some sort of tongue twister! I finally managed it and the rest went fairly smoothly with just a few small mistakes which I hope you’ll forgive.
This week we are going to begin studying a novel by Michael Morpurgo called Cool. Just like we would do in class one of the 5th class teachers is going to read a chapter to you each week and we will assign you some activities to go along with it. This week you have the soothing tones of Ms Kelliher to enjoy ;) Message from Ms Kelliher: It took me about 5 attempts just to say Michael Morpurgo...his name is like some sort of tongue twister! I finally managed it and the rest went fairly smoothly with just a few small mistakes which I hope you’ll forgive.
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Before you listen to the audio file please first look at the image of the front cover of the book. Think about the following:
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Now look at the image of the back cover of the book and read the blurb. Think about the following:
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Now it’s time to listen to the audio recording. Before each chapter there is a newspaper article. This is what you will hear first followed by chapter 1. Enjoy!
| cool_chapter_1_1_.mp3 |
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After listening
Think about:
In your copy draw a sketch of the four main characters (Robbie, Mom, Ellie and Lucky). Use a new page for each character. Write a brief description of each character. You may do this is note form i.e. picture at the top and a short paragraph below or you may also draw the character in the centre of the page and do a spider web type design as shown on the right. |
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Spell Well: Week 31
Please learn every second spelling in the boxes 109- 112 (16 in total) You may complete the activities if you wish
At the following link, you can view an exhibition of art work done by children on the topic of climate change: https://www.theguardian.com/environment/gallery/2008/oct/21/climatechange
Think about some of the following questions as you look at each piece of artwork:
•What is the first thing you notice in this picture? Why does that stand out to you?
•What words would you use to describe this painting?
•How is this picture different from real life?
•What do you think is the most important part of this picture? Why?
•What do you think this painting is about? Why do you think that?
•Why do you think other people should see this work?
•What do you think is important to remember about this painting?
•How well did the artist do on this work? What makes you say that?
Use a copy or a blank sheet of paper for this activity. If using a copy, draw a line down the middle of your page. As in the picture below, write each letter of the alphabet on the left hand side going down the page. Using the category objects (3D things you can touch), fill in something for each letter of the alphabet. For example, a could be apron, b could be blackboard, c could be coconut. Why not time yourself if you want to see how fast you can complete the list. You could try the game again using names, and if you timed yourself already see if you can beat your time.
Examples: A could be Aaron, b could be Brian, c could be Catherine.
Please learn every second spelling in the boxes 109- 112 (16 in total) You may complete the activities if you wish
- Religion
- Art
At the following link, you can view an exhibition of art work done by children on the topic of climate change: https://www.theguardian.com/environment/gallery/2008/oct/21/climatechange
Think about some of the following questions as you look at each piece of artwork:
•What is the first thing you notice in this picture? Why does that stand out to you?
•What words would you use to describe this painting?
•How is this picture different from real life?
•What do you think is the most important part of this picture? Why?
•What do you think this painting is about? Why do you think that?
•Why do you think other people should see this work?
•What do you think is important to remember about this painting?
•How well did the artist do on this work? What makes you say that?
- Drama
Use a copy or a blank sheet of paper for this activity. If using a copy, draw a line down the middle of your page. As in the picture below, write each letter of the alphabet on the left hand side going down the page. Using the category objects (3D things you can touch), fill in something for each letter of the alphabet. For example, a could be apron, b could be blackboard, c could be coconut. Why not time yourself if you want to see how fast you can complete the list. You could try the game again using names, and if you timed yourself already see if you can beat your time.
Examples: A could be Aaron, b could be Brian, c could be Catherine.
- Optional
For the Harry Potter fans in the class, you can listen to Daniel Radcliffe reading the first chapter of ‘Harry Potter and the Philosopher’s Stone’ at this link: https://www.wizardingworld.com/chapters/reading-the-boy-who-lived
There will be more chapters being read by different people in the coming weeks. On this website there are also Harry Potter-themed activities available.
Bun go Barr Corrections 4th - 8th May
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School closure work 4th to 8th May
Hi everyone, please see below the suggested work for next week. I would like to say well done on all the hard work you have all been doing so far. Please feel free to email me if I can help with anything at all.
- Maths:
- Naming the parts of a circle: On the worksheet below, look at the parts of the circle that are marked a, b, c, d and e. In your copy, write the name of each part along with the matching letter (use the words in the boxes at the bottom to help you).
- CJ Fallon video: Watch tutorial 86 in the ‘Busy at Maths’ student resources.
- Constructing circles ‘Operation Maths’ pg. 58 and pg. 59: Please read the yellow box on pg. 58 and then do the following questions: 1 (a) and (c), 2 (a) and (c), 3 (pick one circle and point the parts out orally), Work It Out (a) and (b). If you do not have a compass at home, there is an interactive one available at this link: https://www.mathspad.co.uk/i2/construct.php. You can use both a ruler and a compass to draw circles using this tool. (Click and drag the blue handles to move the pencil and point, and click on the black part to draw the circle.)
- Length; Perimeter: Watch CJ Fallon tutorial 59 showing how to calculate perimeter. Then try up to 10 questions at the following link: https://ie.ixl.com/math/class-5/perimeter
| label_parts-of-a-circle_p.2_5th_class.pdf |
- Gaeilge:
Listen to the recording below and follow the story in your book as it is read (pg. 106 and 107). Then practise reading the story yourself. Using your foclóir or potafocal.com to find the following new words will help you better understand the story: comórtas, údar, margadh, díospóireacht, lucht féachana, aontaím, filíocht. (Cur amú ama means ‘waste of time'.)
Try your best to answer the questions in B on pg. 126 and do activities C to F on pg.108 and 109. Some guidelines on completing these activities:
C: Choose the correct verb to begin the sentence.
D: Fill in the blanks by continuing the sentence and using the phrases at the top: Is brea liom a bheith ag... (‘I like doing/playing’)
E: Just read the phrase and look at the pictures which illustrate the phrase (‘The children/teacher/Mam and Dad really enjoyed the ____).
F: Use some of the questions to have a conversation as Gaeilge, or simply answer the questions orally one at a time.
| gaeilge_chp._17.m4a |
- English:
This unit is about Persuasive Writing. When you try to persuade someone you are trying to get them to agree with your way of thinking about something. An example of this would be if you tried to persuade your parents to let you stay up later. You would put forward your reasons or arguments as to why you think you should be allowed and your hope (or purpose) would be to convince your parents that it would be a good idea.
We use a lot of persuasive language when we debate also. You could have an informal debate with your friend e.g. you argue about which soccer team is best and why. There is also formal debating and competitions. During formal debating there are two teams and they are presented with a statement e.g. School children should wear uniforms. Then one team would debate in favour of the statement i.e. they agree that school children should wear uniforms and they put forward all their reasons why. The other team would debate against the statement i.e. that school children should not wear uniforms. A judge or panel of judges would listen to both teams and decide which team gave the most convincing argument i.e. which team was most persuasive.
In your Word Wizard read page 92 and complete the activities A, B, C and D on page 93
Spell Well Week 30
Try to learn every second spelling in the boxes 105-108 (16 in total) You may complete the activities if you wish.
- SESE:
Activity: Do the questions on pg 54. Write full answers.
Dig Deeper: Find out more about The Boston Tea Party
Go to: https://www.ducksters.com/history/boston_tea_party.php
Read the page or scroll down the page to listen to the audio clip.
Take the Boston Tea party quiz in the Activities section at the bottom of the page.
Geography: Physical features of Europe and the World Unit 5 Small World
Read and study pages 28-30 which focus on North and South America.
Do the Activity on pg 30. Please date and label work using a red pen, use your best handwriting and give full answers.
Further Research: Please research one of the American physical features.
Make up 5 or more questions and see if your parents/siblings know the answers. It could also be fun to quiz a friend/classmate on Facetime or video call.
Some links that may help you:
The Grand Canyon: https://www.youtube.com/watch?v=oZZEJMtLOKU
Angel Falls: https://www.youtube.com/watch?v=c_dUdfnZyao
The Amazon River: https://www.youtube.com/watch?v=c_dUdfnZyao
https://www.youtube.com/watch?v=JEsV5rqbVNQ
The Rocky Mountains: https://www.youtube.com/watch?v=Fd_XqYE2BWY
Science: Benjamin Franklin
In history you have been learning about the American Revolution and the Declaration of Independence.
One of the people involved in this was Benjamin Franklin. As well as being a respected political leader he was also a writer, a scientist and an inventor. He invented a great many things such as swim fins, the
Franklin stove, bifocal glasses and the lightning rod. The lightning rod protected buildings from being damaged by lightning.
Read the attached sheet on Benjamin Franklin and lightning.
Then watch this video explaining the science behind Thunder and Lightning:
https://youtu.be/fEiVi9TB_RQ
You could then have a look at this website and try these simple experiments on static electricity.
https://www.sciencekids.co.nz/experiments/staticelectricity.html
- Art:
https://www.gettyimages.ie/photos/amazon-rainforest-frogs?mediatype=photography&phrase=amazon%20rainforest%20frogs&sort=mostpopular#
Now see if you can master an origami frog, click the link below:
https://www.itsybitsyfun.com/blog/how-to-make-an-origami-frog-that-jumps/#_a5y_p=1717195
- Drama:
| american_revolution.docx |
- Music:
https://www.youtube.com/watch?v=XUJWDA5Y0Hs
- P.E./Music:
Some suggestions are as follows:
Go noodle: Trolls https://www.youtube.com/watch?v=KhfkYzUwYFk
Don’t Read Like a Robot: https://www.youtube.com/watch?v=xjtPMiumixA
Sonic: https://www.youtube.com/watch?v=aZru-M3TUlI
Milkshake: https://www.youtube.com/watch?v=dNL6RwymoNg
- P.E.:
Rainbow Yoga: https://www.youtube.com/watch?v=dF7O6-QabIo
You can also continue to do any Joe Wicks lessons if you wish.
PE with Joe: https://www.youtube.com/watch?v=4OT0feX8ld8
- Religion:
Grow in Love, Theme 8 The Holy Spirit: Lesson 2:The Gifts of the Holy Spirit pages 86 – 90.
During this lesson, learn: The seven Gifts of The Holy Spirit pg 88.
- Optional:
If anyone would like to try learning something new during this time, Ms. Keohane has a friend that is offering free French classes for children on Zoom and she passed on the details to me. The lessons are happening at 11 a.m. on Saturday mornings. This week she will be revising Les Sports and also plan to play a game and learn a new song about Une Souris Verte (a green mouse).
If you wish to join her class this link will work tomorrow and for all her future Saturday morning classes:
Join Zoom Meeting
https://zoom.us/j/102978701?pwd=ZHhwUkRtdUF6QnUyckZnbjRzM24yQT09
Meeting ID: 102 978 701
Password: 184414
Handwriting Formation
Please find below the cursive handwriting scheme that we use in school. This may be useful as a guide when completing school work at home.
| handwriting_cursive.jpg |
Emails
I would just like to give a quick message regarding email correspondence. If there are any parents who are expecting an email from me, you might check your spam/junk folder if you don't see an email from me in your inbox. Thank you.
Corrections for week of 27th April
| verb_practice_-_sentences_to_translate_answers.docx |
School closure work 27th April to 1st May
Hi everyone,
I hope you are doing well and are managing ok with your work. Please find below the suggested school work for the week beginning 27th April. I would like everyone to try their best with their work but don't feel at all under pressure if you can't do every single part of the work that's suggested, I know everyone's situation is different so don't worry.
Do pg. 56 Q. 4 and 5 and try to learn the parts of the circle that are explained in the yellow box.
On pg. 57, read the yellow box and then try Q. 1 underneath – Count all the squares that are mostly or fully inside the circle.
On pg. 58, do Q. 2 (b) and 2 (d) and Q. 3 (a) and 3 (d) – Draw a picture for 3 (d) if you think that will help you.
2. Click on the following links and answer 4 or 5 questions in each activity to check what you know about length.
ie.ixl.com/math/class-5/choose-the-appropriate-metric-unit-of-measure
ie.ixl.com/math/class-5/compare-and-convert-metric-units-of-length
Measure and record the length of some objects at home using your ruler, you can also use a tape measure if you have one at home but don’t worry if not!
I hope you are doing well and are managing ok with your work. Please find below the suggested school work for the week beginning 27th April. I would like everyone to try their best with their work but don't feel at all under pressure if you can't do every single part of the work that's suggested, I know everyone's situation is different so don't worry.
- Maths
Do pg. 56 Q. 4 and 5 and try to learn the parts of the circle that are explained in the yellow box.
On pg. 57, read the yellow box and then try Q. 1 underneath – Count all the squares that are mostly or fully inside the circle.
On pg. 58, do Q. 2 (b) and 2 (d) and Q. 3 (a) and 3 (d) – Draw a picture for 3 (d) if you think that will help you.
2. Click on the following links and answer 4 or 5 questions in each activity to check what you know about length.
ie.ixl.com/math/class-5/choose-the-appropriate-metric-unit-of-measure
ie.ixl.com/math/class-5/compare-and-convert-metric-units-of-length
Measure and record the length of some objects at home using your ruler, you can also use a tape measure if you have one at home but don’t worry if not!
- Gaeilge
- Your Irish work for 2 days this week can be to watch the programme called ‘Cula4 ar scoil’, which you can watch live on TG4 at 10 am or on catch up at the following link https://www.cula4.com/en/shows/cula4-ar-scoil/. It is great to immerse yourself in the language and even though you won’t know every Irish word used, you will get a general understanding of what is going on.
- We would like you to do some work on verbs and tenses, there is a study sheet underneath which will help you learn and then there are some sentences to write so you can practice. There is also a game you can play at the following link https://seideansi.ie/an-aimsir-laithreach.php (When ‘Roghnaigh do chanúint’ comes up, select An Mhumhain).
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- English
Spell Well: Week 29
Try to learn every second spelling in the boxes 101-104 (16 in total) You may complete the activities if you wish.
You will be doing plenty of writing for your project below, don't forget about punctuation (full stops, commas etc.) and capital letters, and try to write nice clear sentences.
- SESE (History/Geography/Science)
https://kids.nationalgeographic.com/explore/countries/mexico/
https://kids.nationalgeographic.com/explore/celebrations/day-of-the-dead/
https://kids.nationalgeographic.com/explore/history/cinco-de-mayo/
https://www.kids-world-travel-guide.com/mexico-facts.html
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If you already wrote a report before Easter on the Mayan Civilisation then there is no need to include this in your report on Mexico. If however, you didn’t get around to it before Easter you could include a short paragraph.
Here are some tips to creating your report.
Titles: Important words in titles have a capital letter. Putting a title on your paragraphs will make it easier for the reader to fact find.
Paragraphs: Use a new paragraph for each section of your report. Try not to have long transcribed pieces of text (by that I mean don’t copy out long paragraphs directly from your book or a website). Instead try to choose the most important information and write it in your own words. Some paragraphs will be longer than others of course! See below for suggested headings.
Pictures/Diagrams: Pictures and diagrams can make your report look more visually appealing especially coloured ones. Just make sure to label them i.e. if you include a map of Mexico you should write “Map of Mexico” below it...just like in your Small World.
Fun facts: A cloud bubble or shape with a fun fact can also make your project look well and is a nice way to include information.
Layout: Give yourself plenty of space. This type of project will work nicely as a booklet (a few pages stapled together).
Suggested headings:
· Introduction: This should state what your report is about and include general information such as population, location, language and religion.
· Flag
· Capital City
· Climate
· Mountains and Other Physical Features (this would cover things like deserts, jungles etc)
· Rivers and Lakes
· Native Plants and Animals
· Tourist Attractions
· Popular Pastimes and Sport
· Food
· Festivals and Celebrations
· Conclusion (This is a way of summing up your report and putting an end to it)
When you have finished your project if you would like to share it with us we would love to see it. If you handwrite it then you can simply take photographs of it and attach them to an email so don’t feel like it needs to be a typed project.
Here are some tips to creating your report.
Titles: Important words in titles have a capital letter. Putting a title on your paragraphs will make it easier for the reader to fact find.
Paragraphs: Use a new paragraph for each section of your report. Try not to have long transcribed pieces of text (by that I mean don’t copy out long paragraphs directly from your book or a website). Instead try to choose the most important information and write it in your own words. Some paragraphs will be longer than others of course! See below for suggested headings.
Pictures/Diagrams: Pictures and diagrams can make your report look more visually appealing especially coloured ones. Just make sure to label them i.e. if you include a map of Mexico you should write “Map of Mexico” below it...just like in your Small World.
Fun facts: A cloud bubble or shape with a fun fact can also make your project look well and is a nice way to include information.
Layout: Give yourself plenty of space. This type of project will work nicely as a booklet (a few pages stapled together).
Suggested headings:
· Introduction: This should state what your report is about and include general information such as population, location, language and religion.
· Flag
· Capital City
· Climate
· Mountains and Other Physical Features (this would cover things like deserts, jungles etc)
· Rivers and Lakes
· Native Plants and Animals
· Tourist Attractions
· Popular Pastimes and Sport
· Food
· Festivals and Celebrations
· Conclusion (This is a way of summing up your report and putting an end to it)
When you have finished your project if you would like to share it with us we would love to see it. If you handwrite it then you can simply take photographs of it and attach them to an email so don’t feel like it needs to be a typed project.
- Drama and Music (links to learning about Mexico)
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- Religion:
- P.E.
Or if you prefer Joe Wicks' exercise videos, you can try another one of these on Youtube.
Corrections
Please find below the 'Operation Maths' answer booklet which you can use each week if you want to correct your Maths work from this textbook, as well as the correct answers to the Irish work in 'Bun go Barr' from the week of 20th April.
| operation_maths_answer_booklet.pdf |
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School closure work 20th to 24th April
Hi everyone,
I hope you are all safe and well and that you enjoyed the Easter break despite the current circumstances. Please find below suggested school work for next week beginning 20th of April.
- Maths: 3D Shape
- Go to my.cjfallon.ie and click on student resources, select primary, 5th class, Maths, ‘Busy at Maths’. (Although this is not the text book we use, there are tutorial videos and activities available on the topics we are covering). Please find tutorial 92 and 93 (on the fifth page of the resources).
- https://www.studyladder.com/games/activity/naming-prisms-and-pyramids-4301
Next, read the small yellow box near the end of pg.81 and do the questions underneath.
Following the steps above for the CJ Fallon resources, do tutorial 94 now. Then, watch the video about nets of 3D shapes below.
Go to pg. 82 of your OM book and do some or all of questions 2 and 3 on your own.
On pg. 83 of OM, you can do Q.5 orally, or in your copy if you like.
Lastly, if you would like to play the following game it will provide consolidation and revision of the topic: https://www.topmarks.co.uk/Flash.aspx?a=activity20
On pg. 83 of OM, you can do Q.5 orally, or in your copy if you like.
Lastly, if you would like to play the following game it will provide consolidation and revision of the topic: https://www.topmarks.co.uk/Flash.aspx?a=activity20
- Gaeilge
2. Bun go Barr Chapter 20 ‘Amadán Aibreáin’ (April Fools)
Listen to the recording below and follow the story in your book as it is read (pg. 124 and 125). Then practise reading the story yourself. Using your foclóir or potafocal.com to find the following new words will help you better understand the story: cleas, damhán alla, ag olagón, briste, róshásta, cothrom.
Listen to the recording below and follow the story in your book as it is read (pg. 124 and 125). Then practise reading the story yourself. Using your foclóir or potafocal.com to find the following new words will help you better understand the story: cleas, damhán alla, ag olagón, briste, róshásta, cothrom.
| gaeilge.m4a |
Try your best to answer the questions in B on pg. 126 and do activities C to J on pg.126 to pg.129. Some guidelines on completing these activities:
C: Choose the correct verb from the 2 verbs written.
D: Fill in the blanks using the 4 phrases at the top. (Use your foclóir or pota focal again if needed.)
E: Complete the sentences with anything you like that makes sense, “When it was time to go to school/home/go out/go in/lie down.....” – Keep it simple and write something you know how to say in Irish, trying to translate a full sentence from English can be more complicated.
F: Just read the phrase and look at the pictures which illustrate the phrase.
G and H: G is showing adjectives which are the opposite, and H is about using them to fill in the blanks.
I: Use the words and phrases to fill in the blanks in the story. This activity might be hard but try to fill in any you know first and come back to the others if you can.
J: These are labelled pictures of special occasions, 1 to 3 is for conversation purposes, you can practise asking the question and saying the phrases.
- English
Complete pg. 70 (Phonics) and pg. 71 (Grammar) - A and B only on pg. 71 as C cannot be completed on your own.
2. Spell Well Week 28:
Choose 16 Spellings to learn for the week out of boxes 98,99 and 100. If you would like to, you can do the activities to help you learn the spelling words.
3. Try to read a book you enjoy for at least 10 minutes every day. If you're running out of books at home, you can use the online service offered by libraries to access ebooks and audiobooks. Click on this link to find out how to do this https://www.librariesireland.ie/news/online-services-during-coronavirus
- SESE
Learn more about the 1916 Easter Rising by following https://www.scoilnet.ie/learning-path/ref/15535 and accessing the following lessons:
Lesson 2 A Story of 1916 (watch the video)
Lesson 3 A Ballad of 1916 (listen to the Music)
Lessons 1, 4 and 5 optional
Geography and Science: Mexico
In your 'Small World' book, go to Unit 19: Mexico starting on pg. 106. Read pg. 106 and 107 and then try the activities at the end of pg. 107.
Create a fact file for Science: Choose 3 plants and 3 animals that are native to Mexico and write up 2-4 facts about each. (Some information can be found on pg. 110 of 'Small World' and you can also research Mexican plants and animals on https://www.kiddle.co/ )
- Art, Music and Drama (Sports Theme)
On the Art worksheet below or on a blank sheet, design a boxing kit for Katie Taylor. Or if you prefer soccer, use the same template to design a new home or away kit for the team of your choice.
On the Drama worksheet below or on a blank sheet, choose your sporting hero, giving a reason why you are choosing this person, and think of 10 questions you would ask them. On the back of the page, imagine that you are this person and answer the interview questions as him/her.
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- SPHE: Helping Others; Help Our Parents
This could be minding your younger siblings, unloading the dishwasher, hoovering, tidying your room, making them a cup of tea or anything that you can think of that would be helpful to your parents during this time.
- Religion:
- P.E.
Friday 27th March 2020
Hi everyone,
I hope you are all doing ok and keeping safe. Please find below some work that you might like to do next week beginning 30th March.
I hope you are all doing ok and keeping safe. Please find below some work that you might like to do next week beginning 30th March.
- Gaeilge: Visit https://my.cjfallon.ie/dashboard/student-resources/?levels=0&classes=0&subjects=0&serieses=0&booktitles=0&types%5B0%5D=Book+Sample and select 5th class, Gaeilge, Léigh sa Bhaile. Go to pg. 86 (Ceiliúradh na Cásca) and pg.87 (Uibheacha Cásca). Léigh agus freagair na ceisteanna (Read and answer the questions). Questions can be done either orally or in written form.
- English and History/Geography: View the attached Powerpoint titled ‘The Maya Civilization’. Write a report using your own headings or the following suggested headings: When and Where, Maths and Astronomy, Writing, Food and Clothing, Homes and Cities, Pastimes and Religion. Remember that a report should have factual information and should be written in the third person (not using “I” or “we"). If you would like to do some extra research for your report you can look at Unit 2: The Maya in your ‘Small World History’ book and/or you can use https://www.kiddle.co/ , which is a safe search engine for kids.
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- Maths: Choose one of the activity sheets below, or feel free to do both if you wish. It is not required to print the first sheet, cracking the code can be done into your copy while looking at the worksheet. Don't worry about printing the second sheet either, you can just do the sums in your copy if you would like. (Answer sheets for both are underneath).
| fractions_decimals_percentages_code_breaker.pdf |
| easter_multiplication_mosaic.pdf |
- For those in the class who take part in Religious Education, please read the attached piece on Easter. There are also questions accompanying the reading piece.
| easter_reading_piece.pdf |
- Art: The Glucksman in UCC are posting creative online activities every day, please click on the link and choose any activity you like: http://www.glucksman.org/events
- Try a short meditation on https://app.smilingmind.com.au. You can sign up for free and access the section for 10-12 year olds under ‘Youth Programs’. Alternatively, you can try the sample meditation which does not require you to set up an account.
Engineers' Week
We celebrated Engineers’ Week in our class by carrying out experiments, by creating our own inventions and by attempting engineering challenges. We also learned about some of the different types of engineering, which are illustrated in the poster that our pupil Nicole designed. Engineers’ Week brings the fascinating world of engineering to life in schools and communities and can inspire children to consider a career in engineering.
