Year 1 Home Learning w/c 6/7/2020

If your child is coming into school this week, they will be completing the maths and writing tasks with their bubble teacher.

If your child is not coming into school this week, we have provided an additional section on this document, showing the things we

are doing in school (so you can do them if you want to!)

Reading:

Your child should be reading regularly for enjoyment.

To enhance their understanding of ‘The Seaside’’ topic we would recommend reading books connected to the topic. For example, any non-

fiction books related to the seaside, rock pools, the sea or sea creatures. Books in ‘The Lighthouse Keeper’ series, Grandma’s Seaside

Bloomers, Lucy and Tom At the Seaside, Sally and the Limpet, At the Beach, Seaside Poems, Traction Man and the Beach Odyssey,

Mister Seahorse.

Phonics:

Daily lessons available on the DfE ‘Letters and Sounds’ online resource: https://www.youtube.com/channel/UCP_FbjYUP_UtldV2K_-

niWw/channels?view_as=public You also have the support materials we sent home in the original Home Learning Pack.

Spelling:

Practise spelling the Year 1 Common Exception words and days of the week. It is also useful to practise reading and writing the 100 high

frequency words.

Useful websites:

These websites all provide additional learning opportunities around the topic. https://www.visitsealife.com/london/home-school/ https://www.theschoolrun.com/homework-help/coastal-habitats https://www.squizzes.com/fun-facts-about-the-seaside/ https://kids.kiddle.co/Seaside_resort https://www.bbc.co.uk/bitesize/clips/zpfnvcw https://www.bbc.co.uk/bitesize/clips/z8fnvcw https://www.dkfindout.com/uk/earth/coasts/tide-pools/

Subject Learning

Objective

Activity & Teaching Points Key Vocabulary Resources

Maths I can find and

make number

bonds.

Watch the introductory video on White Rose (Summer

Term – Week 3, Lesson 1).

You may want to pause the video at 2 mins 35 seconds

and 5 mins 35 seconds to see if your child can remember

the number bonds to ten. Can they write them in a list?

What if they flipped some of the numbers around? E.g.

10 + 0 and 0 + 10.

You can play a game called ‘Number Bonds Tennis’ where

you have an imaginary tennis racquet and ball and serve

and return the bonds e.g. player A says 7 and pretends

to serve the ball, then player B says 3 and returns the

ball. Then try for another number bond.

The video will then move onto number bonds to 20. It

encourages the children to use their knowledge of bonds

to 10 to help solve this. There is another opportunity at

about 10 mins 20 secs to pause and have a go.

There are worksheets available on White Rose.

Teaching Points:

Number bonds are knowledge that your child should

learn to recall automatically (in a similar way to times

tables when they are in KS2).

Bond, additions, ten

frames, part-whole

model, bar model.

https://whiterosemaths.com/homelearning/year-1/

Paper, pencil.

Writing I can write

some advice.

Read/listen to ‘The Lighthouse Keeper’s Picnic’.

In the story Mr Grinling is trying to lose some weight

and get healthy, but he finds it really difficult.

Healthy, wellbeing,

exercise, diet,

vegetables, fruit,

water.

Video of the Lighthouse Keeper’s

Picnic being read by Y1 teacher.

Transcript of story.

Activity:

Write some advice for Mr Grinling about some things he

can do to stay healthy. What exercise could he do? Can

you give him some recipe ideas for some healthy meals?

What can he do to think about his wellbeing/healthy

mind?

Teaching Points:

This story was originally written in 1977 so some of the

language or ‘attitudes’ may be unfamiliar or a bit strange

to the children.

Paper, pencil.

Topic I can

investigate

heat insulation

and

conduction.

Ask your child: when it is hot, what happens to an ice-

cream or lollipop? Discuss that these things melt. Does

the same thing happen with ice cubes?

Explain that we are going to investigate how we can stop

an ice cube from melting by using different materials.

We are going to place an ice cube on 4 different

materials: metal, plastic, paper and fabric to see which

one keeps the ice cube solid for the longest.

Your child can use the attached recording sheet if they

want to.

Show your child the four materials we will be testing and

ask them to make a prediction (guess) about which one

will keep the ice solid for the longest. Ask them to give

a reason for their prediction e.g. I think the metal will

keep the ice cube solid for the longest because it feels

the coldest when I touch it.

Place an ice cube on each piece of your material and ask

your child to watch them carefully to see which one

melts the fastest and which the slowest. Can they put

them in order?

Ask your child to make a conclusion using the sentence

Hot, cold, melt,

solid, liquid, observe,

prediction,

conclusion, insulate,

conduct.

Ice cubes

You will need a piece of metal,

plastic, paper and fabric. Items you

might have around the house for

this could be:

Tinfoil/baking tray, cling

film/chopping board/plastic plate,

paper, cloth.

Recording sheet – optional.

https://www.stem.org.uk/elibrary/resource/32070

If you enjoy doing science

experiments at home, we

recommend this book:

Usborne Activities: 365 Science

Activities

ISBN: 978-1-4095-5006-8

starter: ‘The best material was _______ because…’

Was your child’s prediction correct?

What other materials could you test?

Would it change things if you wrapped the ice cubes in

the materials rather than just placed them on top?

Talk to your child about the science behind the melting:

Materials that are good insulators stop heat moving

from one thing to another, this causes the ice cube to

stay solid for longer. Materials that are good conductors

move heat easily from one thing to another, this causes

the ice cube to melt more quickly.

Watch the video in the link opposite to find out some

more information about this (apologies about the

Christmas theme!).

Teaching Points:

Melting is when something solid turns into liquid as a

result of heat.

Science experiments do not always give the results we

expect – but this can be a good place to discuss what

went wrong and how to do things differently in the

future or how what we think will happen does not always.

Creative I can design

different

types of ice-

cream.

Ice-cream art

Follow the link to find out how to draw your own cartoon

ice-cream cone https://www.youtube.com/watch?v=UW6H5dAPuhY Have a go at drawing your own ice-cream – what flavour is it? Will you add any toppings? Ask your family what sort of ice-cream they would like – can you design and draw one for them?

Ice-cream, flavours,

topping, cone, ball,

scoop, waffle, flake,

colours, sauce,

sprinkles, fruit.

Paper, pencils, felt tips

Mindfuln

ess

I can

appreciate

music.

Find a quiet and comfortable space where you can sit or

lie down. Think about the air and the lighting. Take a few

deep breaths and relax. Press play on the song you have

chosen and listen carefully to it: what instruments can

you hear? Is there a singer? What kind of voice do they

have? What is the mood of the song? What picture does

the music put in your head? As the piece of music ends,

thank yourself for taking the time to listen carefully to

it.

Rhythm, tone,

tempo, beat, volume,

energy, instruments,

feelings.

A piece of music of your choosing.

Learning

that is

happenin

g in

school

with

bubble

teachers

I know

alternative

pronunciations

for the /ow/

and /ie/

graphemes.

I can read,

understand

and answer

questions

about a text.

I know what

happens as

Spring turns

into Summer.

I can use

printing

techniques to

We will be looking at the graphemes /ow/ and /ie/ and

the different sounds they make.

For example /ow/ as in cow or show and /ie/ as in tie or

chief.

See the attached words.

We will be looking closely at an extract from the story

‘The Lighthouse Keeper’s Picnic’. See the attached text

and questions.

Discussion about what changes we notice – note down

ideas.

Children draw pictures and label/write descriptions of

changes.

What season will it be after summer? Discuss cycle of

seasons looked at this year.

Draw a tree on a piece of paper, give it quite a thick

trunk. Then use a leaf to print the leaves on the tree.

create a tree

picture.

An Extract from “The Lighthouse Keeper’s Picnic”

By Ronda and David Armitage

Mr Grinling was a lighthouse keeper. He lived with his wife, Mrs Grinling, and their cat, Hamish, in a little white

cottage on the cliffs.

When he was a younger man Mr Grinling used to row out to the lighthouse every morning to clean and polish the light.

Now he had an assistant called Sam. Some days Mr Grinling was the lighthouse keeper and some days it was Sam.

On his days off there were lots of things Mr Grinling liked to do. He liked playing hide and seek with Hamish, he liked

growing geraniums and heliotropes, he liked singing loudly in the village choir but, most of all, he liked eating.

Breakfast, lunch and dinner and a few little snacks in between. Eating was what he did best. Sometimes while he ate

he would hum a little tune.

Mrs Grinling worried about the eating. “Mr G, don’t you think perhaps you’re just a bit too rotund?” she asked. “I

don’t know how you’re going to run races at the village picnic tomorrow.”

Mr Grinling gazed at himself in the mirror. “Nonsense, Mrs G,” he said as he did up his shirt. But he went outside to

practise his running before dinner.

Mr Grinling loved the village picnic. All the villagers came. Big ones and little ones, running and skipping, huffing and

puffing. Mrs Grinling always prepared a splendid picnic spread and she always kept it as a surprise.

The picnic day started badly for the Grinlings. They woke up at 9 o’clock instead of 8 o’clock. In the rush Mr Grinling

tripped over Hamish. Hamish hid behind the sofa.

They were half way across the bay before they remembered he was still at home and halfway across again when they

remembered the second lunch basket.

They were very late for the picnic and they forgot to tie up the dinghy.

Everyone was lining up for the egg and spoon race when they arrived.

Mr Grinling ran as fast as he was able but he still came last. He and Joe Jenkins tripped over each other in the

three-legged race. As for the last race he couldn’t even fit in the sack, let alone jump.

Mr Grinling was very upset. He stomped off to swim by himself before lunch. He lay on his back with his tummy in the

air. Up above a rainbow balloon drifted.

Mr Grinling sighed. That would be the life, floating just like a cloud, that’s what he’d really like to do. He sang a

floating song to himself.

High in the sky

Gently cruising,

Wrapped up in cotton wool

Quietly musing,

Singing a cloud song.

The picnic lunches were magnificent. Mr Grinling wandered about tasting – a little bit here, a little bit there. But he

stopped quite still when he saw Mrs Grinling’s spread.

“Sea food” she had called it and it was beautiful. Mr Grinling ate a piece of everything.

“Delicious and delectable,” he announced with his mouth full of green whale jelly.

“The best cook here today, Mrs G, possibly the best cook in the whole, wide world.”

Once the picnic was eaten everyone was too full to run or jump any more, Most of the villagers picked up their

baskets, and went happily home. Mr and Mrs Grinling felt like a rest.

They lay in the sun with their heads under their hats and quietly snored. When they awoke the sun was beginning to

fade, the tide was coming in and the dinghy had floated away.

“Well, that’s that,” said Mrs Grinling, “we’ll just have to walk home.” Mr Grinling groaned.

They set off around the rocks. In and out, up and down they went, over and under, rock after rock. Soom the sun had

disappeared. The water came closer.

“We must hurry, Mr G,” said Mrs Grinling. “The tide is racing in.”

But Mr Grinling couldn’t hurry.

“I can’t climb any more,” he puffed “and I certainly can’t climb through that hole, I’ll get stuck.” Mrs Grinling looked

at the hole and she looked at Mr Grinling’s tummy.

“In that case there’s nothing for it,” she said. “We’ll have to stay here till morning.”

They found a flat rock and huddled together to keep warm. The moon came up. The water rose. Once a wave splashed

their feet a little but it was only one and then the water began to go down.

Sam was surprised to see the lighthouse light still shining next morning. When he saw the dinghy nudging against the

jetty below he guessed what had happened. He gazed round the bay, Yes, there they were; jumping up and down and

waving. He set off right away to rescue them.

Mrs Grinling was cross. Mr Grinling didn’t think he’d ever seen her quite so cross.

“Mr Grinling,” she glared, “that was the coldest and most frightening night I have ever had, and all because you’re so

fat!”

Mr Grinling sighed, “You’re quite right, Mrs G, I am too fat. What shall I do?”

“Well,” said Mrs Grinling, “the cakes will have to go AND the chocolates, the crisps and the sweets.”

Mr Grinling was horrified: all his favourite foods.

He worked very hard at getting thinner. He ran up and down the path from the little white cottage to the dinghy.

He cycled like the wind into the village and home again. Some nights he was so tired that he fell asleep in his dinner.

But he did miss the little snacks. “Just one chocolate biscuit, Mrs G?” he pleaded.

“No, Mr G,” she said firmly, “Not even half of one.”

Sam didn’t like it when Mr Grinling was unhappy.

“ I’ll get you a little something,” he whispered. “Mrs Grinling need never know.”

Mr Grinling hid the snacks very carefully, and he ate only one thing each day.

But when Mr Grinling told him to climb on the scales, he was as heavy as ever. “I don’t understand,2 said Mrs Grinling.

“You’ve been so good, no chocolates or biscuits.” Mr Grinling gazed at the ceiling.

For the next few days Mrs Grinling watched Mr Grinling very closely. She spied from behind the door when he crept

into the living room.

“Got you, Mr Grinling!” She pounced as his hand reached into the vase. “You should be ashamed of yourself.” Mr

Grinling hung his head.

“Promise me,” said Mrs Grinling, “no more snacks.”

Mr Grinling sighed, “I promise, Mrs G.”

Mr Grinling went on trying to get thinner. One day when he was out cycling with Hamish he saw the rainbow balloon

again. It was so close he could hear the gentle roar.

“I’d love to float like that,” he thought, “as light as a feather. But then I’m not light.” He looked at his round tummy.

“I don’t suppose I’d even fit in the basket,” he said gloomily.

He told Mrs Grinling about the balloon that evening.

“Not for you, Mr G,” she said, “they’d never get you off the ground.”

Mr Grinling got a surprise in the village next day. He saw a large notice in a house window. He knocked at the door.

“ I don’t suppose I’d be able to have a ride in your balloon?” he asked.

The balloon lady gazed at hom, then slowly walked round him both ways.

“Of course you can,” she said “and we could probably take Mrs Grinling as well.” Mr Grinling smiled, a great beaming

smile.

So that’s how the Grinlings went floating one fine afternoon. Hamish and Sam waved them goodbye.

Up and over the lighthouse they went and across the bay. Past the rock where they’d spent that cold night, over the

sea where the whales dived and played, over the cliffs where the seagulls nested.

And then the land was below, houses and barns; cows, sheep and horses.

Mr Grinling smiled at Mrs Grinling.

“This is the best thing I have ever done,” he said. “It’s even better than eating.”

High in the sky

Gently cruising,

Wrapped up in cotton wool

Quietly musing,

Singing a cloud song.

Prediction

I think the best material to stop the ice melting will be:

Material Did the ice

melt?

Order of

melting

Observations

Paper

Plastic

Metal

Fabric

Conclusion

The best material was:

My prediction was: Right Wrong

An Extract from “The Lighthouse Keeper’s Picnic”

By Ronda and David Armitage

Mr Grinling was a lighthouse keeper. He lived with his wife, Mrs Grinling, and their cat, Hamish, in a little white

cottage on the cliffs.

When he was a younger man Mr Grinling used to row out to the lighthouse every morning to clean and polish the light.

Now he had an assistant called Sam. Some days Mr Grinling was the lighthouse keeper and some days it was Sam.

On his days off there were lots of things Mr Grinling liked to do. He liked playing hide and seek with Hamish, he liked

growing geraniums and heliotropes, he liked singing loudly in the village choir but, most of all, he liked eating.

Breakfast, lunch and dinner and a few little snacks in between. Eating was what he did best. Sometimes while he ate

he would hum a little tune.

Mrs Grinling worried about the eating. “Mr G, don’t you think perhaps you’re just a bit too rotund?” she asked. “I

don’t know how you’re going to run races at the village picnic tomorrow.”

Mr Grinling gazed at himself in the mirror. “Nonsense, Mrs G,” he said as he did up his shirt. But he went outside to

practise his running before dinner.

Introduce the Lighthouse Keeper’s Picnic (we are looking at this in writing).

Today we are going to focus on some of the words in the text. Display words, children to discuss what the words mean:

cliffs (a steep rock face at the edge of the sea)

row (use oars to make a boat move)

assistant (a person who helps with work or a job)

geraniums (a flower)

heliotropes (a flower)

choir (a group of people who sing together)

hum (sing with closed lips)

rotund (large, plump)

gazed (look steadily at)

nonsense (rubbish, not true)

Read through the text – children follow along and see if they can spot the words.

Read through ‘The Lighthouse Keeper’s Picnic’, keep an eye out for the words we discussed in the previous lesson.

Ask some comprehension questions:

1) Who is Hamish?

2) How old do you think Mr Grinling is? How do you know?

3) Name 3 things Mr Grinling likes to do on his days off.

4) What is Mr Grinling’s favourite thing to do?

5) What does Mr Grinling do when he is eating?

6) Which word describes Mr Grinling’s shape and size?

7) Why is Mrs Grinling worried?

8) How does Mr Grinling feel at the end of the extract?