ei words for J6 by the 3rd July 2009

1. Eight
2. Eighteen
3. Eighty
4. Eightieth
5. Reins
6. Vein
7. Sleigh
8. Weigh
9. Weight
10. Freight
11. Neighbour
12. Height
13. Height
14. Either
15. Ceiling
16. Deceive
17. Perceive
18. Receive
19. Receipt
20. Science (ie)
21. Scientist
22. Mischief
23. Niece
24. Scissors
25. Scenery
Uploaded by Mahrooshay

Taking Notes To Use As Instructions

We have had a very busy day in year 5 today, This morning J5 and J6 went on a note taking exercise around Pontyclun. The task was to take notes on the entire journey, tomorrow the children will write instruction texts on how to get to certain places using their notes to help them.

Year 5 Noting places of interest and significant landmarks along the route.

Later on J6 completed their final plans and designs for their healthy meals on Friday(see below). Finally during ICT the children listed the ingredients that they would need on Friday and produced a spreadsheet to show how much each meal would cost. They used the following price comparison site to get the prices (parents might find it very useful).

http://www.mysupermarket.co.uk/

Here are some of the final designs:

Finally the children produced their spreadsheets:

http://spreadsheets.google.com/ccc?key=rmncUNR_68Kt5qrtigdvrNw&hl=en

http://spreadsheets.google.com/ccc?key=rKv9U0En-IqjweVConqtAgA&hl=en

DT CHALLENGE - THE INGREDIENTS THAT YOU WILL NEED

Dear parent(s),
the children have been set a target to design a balanced healthy meal that is aesthetically pleasing to younger children. Below are the food items that they will require for their chosen meals. Fruits will be added to natural yogurt for the dessert. Please could you ensure that the children have the following ingredients in school on Friday. Thank you for your efforts and support.
J6
Flying Healthy
Jesssica: Cucumber 2, Potatoes 1
Bethan: Chicken
Jason: Carrot slices
Callum: Tomatoes

Robot Dinner
Morgan: Pineapple, turkey , pasta
Rhys: Fish, ham, carrots
Jamie: Waffle, tuna, peas
David: Potatoes, bread sticks, chicken slices

Teddy Bears Picnic
Frankie: Potatoes, pepper
Dylan: Green Beans
Daniel: Lettuce, butter, milk, salt
Kierryn: Chicken, peas

The tasty train
Bethan: Cheese blocks,
Bethan : Party sausages, grapes
Charlie: Water melon , potato
Ioan: Chicken slices, bread, orange
Mahrooshay: Salad, new potatoes

The Big Buff Bear
Mercedes: Billy bear ham, potatoes
Corey: Milk butter, salt
Chelsea: Cocktail sausages
Matt: Beans

Frowny Clowny
Caitlin: Whole grain rice, tomato
Jess: Potatoes
Ben: Green grapes
Jordan: Baby carrots

Spellings for J6 by Fri 26th June

These spellings follow the ie spelling pattern and cover singular(wolf) to plural (wolves) nouns.
1. Brief
2. Grief
3. Chief
4. Thief
5. Priest
6. Field
7. Shield
8. Belief
9. Believe
10. Relief
11. Frieze
12. Chiefs
13. Thieves
14. Shelves
15. Shelf
16. Loaf
17. Loaves
18. Wolf
19. Wolves
20. Knife
21. Knives
22. View
23. Preview
24. Viewed
25. Interviewing

Posted by Rhys

Healthy Meal Day - Friday 26th June

Dear Parents,

Just to let you know, we are going to do our healthy eating project in the DT room on Friday. Your child will come home tomorrow with the ingredients that he/she needs to bring.

Thanks
Mrs Marlow and Mr Llewellyn

J5 Final DT Designs

This afternoon, J5 put together their final design specifications for our "Healthy Meal for a Toddler" project. Here are a few pictures of what they did. (Click on image for better view)

The children had to come up with their final ingredient list and include exact quantities on the sheet.

Their designs had to be drawn on a paper plate and labelled accurately.

The next step now is to secure a date for the cooking to take place - we'll let you know!Before then, the children will need to decide what they are bringing in.

The group above have called their meal "Dino Dinner" and their meal is going to be presented in the shape of a dinosaur.

This group have chosen a house as their meal design.

To be continued.......

Maths - Probability Challenge

Today, Mrs Marlow's maths class were using their problem solving and reasoning skills out on the yard. Our new topic is probability which involves questioning the likelihood of events occurring.

The children were paired in talking partners and were asked to write statements for "certain" "likely" "unlikely" and "impossible" events. The task seemed quite straightforward to the children at first, yet posed a few challenges when they started.

"I will see the Queen later today" "I will be younger tomorrow than today"- the children thought carefully about where to place their answers.

Look at the statements above - certain? likely? unlikely? impossible?

Once we had written our statements, it was time to get together and compare our findings and discuss whether other pairs were right or wrong.

Here we can see the maths class playing "eyes shut, turn around". If they believed a statement had been correctly placed on our probability grid, they stayed still. If incorrectly placed they turned around.

Now that probability has been introduced, we will be flipping coins tomorrow and predicting the likelihood of certain outcomes.

Try this website for extra practise.

http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/probability.shtml

Mrs Marlow

Spellings with a difference!

This morning, instead of our normal spelling lesson, we had to write the definitions of several spellings for other members in the class to guess. We had to make sure our definitions were clear and challenging! Could we work out all 30 spellings from the clues?
Here are our spelling words for Friday.
priest
chief
grief
vein
interview
angel
giraffe
tragic
gentle
urgent
deceit
eighteen
their
leisure
receipt
wallet
gadget
vegetable
beautiful
cabinet
sponge
plunge
strange
larger
general
height
either
neighbour
weigh
reins

Activities To Compliment Your Homework

Hello year 5, this weekend you have been given homework on looking after your heart and keeping healthy, complete the two tasks below and follow the link at the bottom to help you with this topic and recap on what we learnt this term. Use the two arrows at the top of the first activity to find out more information. Don't forget to leave a comment to show that you have done the work (choose anonymous and then place your name at the end of the comment). Good luck and let us know how you get on. See you Monday.





http://www.crickweb.co.uk/assets/resources/flash.php?&file=plate

Geography - What did we find out?

After an exciting hour in the village, the children returned to class to collate their information.


Here you can see the groups discussing their findings. Plenty of discussion took place in the classroom.

The children were asked to try and arrive at conclusions from their findings. One group concluded that the parking charges were generally disliked by all, another group were surprised how long it took many shoppers to park.

Above we can see one group's findings. The findings related to "Drivers" responses.

Next step - to reach some whole class conclusions regarding the general feelings regarding to parking/traffic/charges in Pontyclun.

Geography Fieldwork in Pontyclun Village

This afternoon, Mrs Marlow's class went into Pontyclun Village with their geography questionnaires. The children were split into four groups and were spaced out all around Cowbridge Road, the shopping area of the village.

They interviewed shoppers in order to find out how they got to the village and to question them about their opinions of the new parking charges.

The shoppers were extremely cooperative and enjoyed talking to the children. Even local workmen were happy to spare five minutes to chat. We talked about how to politely approach shoppersbefore leaving school. (Communication Skills)

The children recorded their findings on their questionnaires. Many of the shoppers had strong opinions about the Community Centre parking charges.

Below we can see one child recording the data whilst another is on the look out for the next shopper.

Most shoppers found the questions interesting. It was surprising that many had noticed a change in the village (much busier) with regards to parking and traffic.

Below we can see a member of the kitchen staff from school being interviewed. She had just finished work. I wonder where she parked, or perhaps she lives locally. I wonder what her views about the new charges are.

Many of the children decided to go into the local businesess in order to ask shopkeepers' their opinions of the traffic/ parking situation. They were also keen to find out whether they walked to work or drove.

We had one group questioning shoppers outside the new Tesco Express. Interestingly, some of the shoppers entering Tesco didn't have time to stop and talk to the class members. Is this because they were parked where they shouldn't have been and needed to be quick? Why do you think they didn't park in the car park behind when they were only popping in?

All of J5 really enjoyed the lesson and many asked if they could question the villagers for longer!

Final Geography Questionnaires

Mrs Marlow's Class have been working hard this week. They have been writing questions to ask shoppers in the village about traffic and parking. Plenty of group work has taken place in order to discuss the relevance of suggested questions. The task involved plenty of thinking skills.


In these six pictures you can see our final questionnaires. They are split into two sections, one for drivers and one for walkers. All groups decided that the first question to ask would be "How did you get to the Village today?" ( To see questions in more detail, click on photo)

We used our ICT skills to make the questionnaires.

We are looking forward to taking our questionnaires into the village t ofind out shoppers' views.

Writing Instructions with Robot Marlow!

Mrs Marlow's class had a literacy lesson with a difference this morning!
Mrs Marlow turned into a robot! Yes, that's right a robot!
Why? .......Read on to find out!

In our english lessons this half term, we have been learning about instructions. This morning, the children were given a set of instructions to make scones. The instructions were jumbled up and the first task the children faced, was to work collaboratively to order them correctly. You can see the children using their communication skills to order the instructions above.

As soon as the children had ordered their instructions, Mrs Marlow turned into Robot Marlow! Each group nominated a speaker and that person had to tell Robot Marlow what to do. Here we can see the milk being measured accurately. Nearly every group leader had to come up and weigh an ingredient for Robot Marlow.

Next, Robot Marlow was informed that the milk needed to be poured into the food processor slowly.

Below, Robot Marlow was told that the chopping board has to be floured! That was an instruction that many of the children didn't understand.

Nearly there! Dough to be rolled to 2cm and cut out with cutters.

Throughout the lesson, Robot Marlow was not the most cooperative robot (on purpose). She often took everything literally (playing Devils Advocate). When told to "beat the egg" - that is what she did!

Five children were taken by Mrs Barter to the DT room to put the scones carefully in the oven to cook. During this time, Robot Marlow turned back into Mrs Marlow and during the plenary session we talked about instructions.

The children realised that instructions had to be clear and precise. They commented that you needed to make sure that instructions weren't accidentally missed out. They realised the importance of imperative verbs in instructions.

Last instruction - "Ensure all dishes are washed up!" Here we can see a member of J5 pretending to do the dishes - don't worry Mrs Marlow did them really!

Dyna ni - roedd y cacennau yn barod!

Da iawn J5 - your instructions were clear and precise.

We all enjoyed a scone with butter and jam during silent reading!