McCartney Dragon and Viking Jokes

This week, we wrote funny jokes to tell Toothless the dragon from How to Train Your Dragon. We then logged into the Google Drive and all worked on the same document to create a book of jokes.

Maths games

As part of our homework this term, we created games based around moving through the four quadrants.

We had lots of interesting games, and we really enjoyed playing them. This helped us consolidate our learning.

Royal Wedding Celebration at Upland

On Friday afternoon, all the children of Upland Primary School went on to the school field for the celebration of the wedding of Meghan Markle and Prince Harry's wedding, which was taking place the next day.
When outside, we sat in circles and we had a picnic.  We also listened to some music and played some games.

During the Royal Wedding, which took place at St George's Chapel at Windsor Castle, the Royal family and lots of celebrities and friends, watched Prince Harry and Megan Markle make promises (vows) to each other in front of the entire world over television.
James Corden, David Beckham, Idris Elba, The Queen, Serena Williams, Prince William, who was Prince Harry's best man, Charlotte and George, Megan's mum, Prince Charles, Michael Curry and Oprah Winfrey were all in attendance.

Throughout the ceremony, there was music from orchestras, a cellist, an award winning gospel choir and the church choir.

Afterwards, the newlyweds went for a carriage ride around Windsor.  Prince Harry and Meghan Markle are now known as the Duke and Duchess of Sussex.

Is the best way to train your dragon, to yell at it?

Today in English, we had a debate about whether shouting at a dragon is the best way to train it. In How to Train Your Dragon, Professor Yobbish had one piece of advice:

YELL AT IT!

In partners, we discussed what way we would use to train our dragon, and we made notes to help us during our debate.  When debating you should make sure that you are not talking over each other, and that your point is related to the other person's.

Some of the points we had to make are listed below.

• You shouldn't yell at dragons because:
• they might not understand your language
• they have very small ears, which may be very sensitive
• they might react violently
• it will be more likely to attack you than obey you
• it might fly off because it will be scared
• your enemies will know what commands you are giving your dragon
• it will encourage them to hate you
• You should yell at dragons because:
• they are usually disobedient
• you will sound more serious
• it will give you more attention
• it will knock sense into the dragon
• it you talk it might not hear you because it might be developing it's hearing skills
• in battle it is noisy so the dragon must be able to hear you
• shouting will make it more aggressive
• it is more likely to do what you asked

Computing week beginning 14th May

This week in computing we made a different style of graph. These graphs track changes in data over time, and so we looked at the top temperatures of the week and plotted them using Microsoft Word on a line graph.

We had lots of tricky problems to overcome; including our data getting muddled up and different line graph styles not showing the data clearly enough.

How to train your dragon

This week, we have started reading How to Train Your Dragon, which was written by Cressida Cowell. Lots of us have seen the films, but the book is very different.

So far we have met the trainee heroes, who have taken part in their first test as part of their Dragon Initiation Test. Hiccup, the future chief of the tribe, isn’t particularly hero-like, and often gets pushed out of the way for his cousin, Snotlout, to take over.

Today, we had the chance to design our own Dragon. Dragons are very important to the people of Berk, as they use them in battle but also for hunting and to help with jobs. We thought of adventurous adjectives to use in noun phrases to describe our dragons. Later in the week and next week, we are going to create pages for Viking Dragons and their eggs.

Computing week beginning 7th May

This week we collected data from our classmates, and then used our computing skills to create a chart on Word.

The hardest bit was making sure that all our data was included in our spreadsheet, as you have to click and drag the guide lines to include the data on our chart.

Mountain Work in Yr4

In Year 4 we have been looking at Mountains and Rivers. We made some lovely paper models to explain how rainfall leads to streams which flow down mountains. It was great fun and here are the instructions for you to make one at home.


Equipment: a piece of A4 paper, blue felt tip pen, masking tape and a small bottle with water.

What to do:

1. Carefully crumple a piece of A4 paper.
2. Unfold the paper.
3. Place it on a flat dry surface.
4. Gently push each side inwards to form a mountain shape.
5. Use your fingers to push the centre of the paper upwards
6. Use the masking tape to attach each side to the clean surface.
7. Study the sides of your mountain then use the blue pen to draw lines down the creases of the paper. These are your predictions of where the water will flow.
8. Very slowly and a drop at a time, pour the water on the top of your paper mountain.
9. Observe the rain flowing into small streams as it goes down the mountain.
10. Did the water follow the blue lines that you predicted?

Why not make one at home with an adult helper, enjoy!!

Mr Bevan and Mrs Lasenby

Do gases weigh anything?

This week in Science, we have investigated whether or not gas weighs anything.  Some of us thought that because gas was invisible that it wouldn't have any weight to it, others thought that because it is a type of matter that it must have a weight.

To test our scientific reasoning, we got a range of fizzy drinks, in cans, which we compared before and after they were shaken.

We had a few issues to address first:

1. Would the balance scales pick up any tiny changes in weight?
2. Would the weight of the can change if it was closed, and the gas couldn't escape?
3. How would we be able to compare the weight before and after shaking, if we were just using balance scales?

We had to make sure our balance scales were balanced and ready for accurate measuring. We also decided to test the cans closed and opened; this way we could see if the gas escaping had an impact on the weight of the can. We used a control can, which had a sticker and had to stay the same, and this way we could compare the shaken can to the control can.

Equipment:

• balance scales
• a variety of fizzy drinks in cans x 2 of each

Method:

First of all, we set the scales up and made sure they were balanced, and then we weighed the cans to check they were the same.

After that, we shook one of the cans, and then we remeasured and compared both cans again, using the balance scale.

Immediately, we removed the can and shook it again. We repeated our measuring and recorded our results.

Finally, we opened the can, very slightly, so that some of the gasses would escape. We then swirled the cans to release more of the gas. As we did this, we listened and could hear the gas coming out of the can. We measured again and took our final notes.

Results:

We found that the can which had been shaken, weighed less at the end of the experiment. This proves that gas has weight because as it escaped from the can, the can became lighter.