Year 8 online learning Week beginning 150620 We

Year 8 – online learning Week beginning – 15/06/20 We are sorry we can’t be with you right now, but want to support your learning whilst you are in hospital. We have been uploading resources each week since we had to close, which you can look back at. In this Power. Point you will find a selection of tasks for English, maths, science and languages; this week we are focusing on Spanish. These lessons follow on from last week (except Spanish, where you will need to look back to 18. 05. 20) and we hope you enjoy the tasks. We have also added some weblinks for you to explore, where you will find other subjects and suggestions of activities to try. If you have any difficulties or need any guidance, please get in touch: email Jude on jude. clark@hhe. nottingham. sch. uk and we will get back to you. You may have lots of other tasks that have been set by your own school – that’s fine. Remember that these are only suggestions. If you have other things to do or doing these activities doesn’t feel right for you at the moment, THAT IS FINE.

English

Y 8 Dystopian Fiction Lesson 3 Setting in dystopian fiction

Dystopian settings-

Setting: Ready Player One – Ernest Cline ‘Ready Player One’ is a 2011 science fiction novel, and the debut novel of American author Ernest Cline. The story, set in a dystopian future in 2045, follows the main character (protagonist) Wade Watts on his search for an Easter egg in a worldwide virtual reality game, the discovery of which would lead him to inherit the game creator's fortune. Watch the trailer for the film adaptation https: //www. youtube. com/watch? v=c. Sp 1 d. M 2 Vj 48 The first 30 seconds show us the world that Wade Watts lives in – what are your first impressions? How does this setting encourage us to feel sorry for him? Now read the description of Wade Watts’ home on the next 2 slides…

…when I reached the bottom level, I jumped off the scaffold and dropped the few remaining feet to the ground. My rubber boots crunched into the slush and frozen mud. It was still pretty dark down here, so I took out my flashlight and headed east, weaving my way through the dark maze, doing my best to remain unseen while being careful to avoid tripping over a shopping cart, engine block, or one of the other pieces of junk littering the narrow alleys between the stacks. I rarely saw anyone out at this time of the morning. The commuter shuttles ran only a few times a day, so the residents lucky enough to have a job would already be waiting at the bus stop by the highway. Most of them worked as day labourers in the giant factory farms that surrounded the city. After walking about half a mile, I reached a giant mound of old cars and trucks piled haphazardly along the stacks’ eastern perimeter. Decades ago, the cranes had cleared the park of as many abandoned vehicles as possible, to make room for even more stacks, and they’d dumped them in huge piles like this one all around the settlement’s perimeter. Many of them were nearly as tall as the stacks themselves. I walked to the edge of the pile, and after a quick glance around to make sure I wasn’t being watched or followed, I turned sideways to squeeze through a gap between two crushed cars. From there, I ducked, clambered, and sidestepped my way farther and farther into the ramshackle mountain of twisted metal, until I reached a small open space at the rear of a buried cargo van. Only the rear third of the van was visible. The rest was concealed by the other vehicles stacked on and around it. Two overturned pickup trucks lay across the van’s roof at different angles, but most of their weight was supported by the cars stacked on either side, creating a kind of protective arch that prevented the van from being crushed by the mountain of vehicles piled above it. I pulled out a chain I kept around my neck, on which there hung a single key. In a stroke of luck, this key had still been hanging from the van’s ignition when I’d first discovered it. Many of these vehicles had been in working condition when they were abandoned. Their owners had simply no longer been able to afford fuel for them, so they’d just parked them and walked away. I pocketed my flashlight and unlocked the van’s rear right door. It opened about a foot and a half, giving me just enough room to squeeze inside. I pulled the door closed behind me and locked it again. The van’s rear doors had no windows, so I was hunched over in total darkness for a second, until my fingers found the old power strip I’d duct-taped to the ceiling. I flipped it on, and an old desk lamp flooded the tiny space with light. The crumpled green roof of a compact car covered the crushed opening where the windshield had been, but the damage to the van’s front end didn’t extend beyond the cab. The rest of the interior remained intact. Someone had removed all of the van’s seats (probably to use as furniture), leaving a small “room” about four feet wide, four feet high, and nine feet long. This was my hideout. This van was my refuge. My Batcave. My Fortress of Solitude. It was where I attended school, did my homework, read books, watched movies, and played videogames. It was also where I conducted my on-going quest to find Halliday’s Easter egg.

Now try this • Read the Ready Player One extract (on previous slides). • Look for and highlight these language features used by the author to describe the setting: • • • Metaphor 3 -part lists Alliteration Onomatopoeia (a word that sounds like the noise it makes, e. g. Bang!) Imagery Personification (giving human characteristics to something non-human) • CHALLENGE: How does the setting encourage you to feel sympathy for the narrator (Wade Watts). How does he feel about the setting? Explain your answer and include quotes in your response.

‘Divergent’ by Veronica Roth ‘Divergent’ is the first novel of the Divergent trilogy by American novelist Veronica Roth, published in 2011. These dystopian novels are set in a Divergent Universe. The novel is set in a postapocalyptic version of Chicago and follows the protagonist (main character) Beatrice "Tris" Prior as she explores her identity. People are divided into five factions: Abnegation, the selfless; Amity, the peaceful; Candor, the honest; Dauntless, the brave; and Erudite, the intelligent. All sixteen-year-olds are tested to determine which faction they are best suited for, but select their own faction at the Choosing Ceremony. Those who do not complete initiation become "factionless, ” living on the streets. Beatrice Prior was not able to choose and she took the test. Her inconclusive test results (Abnegation, Dauntless and Erudite) marked her as “Divergent” and she is told that she must keep this a secret… VOCABULARY CHECKApocalyptic fiction or post-apocalyptic fiction is a sub-genre of science fiction that is concerned with the end of civilization either through nuclear war, plague, or some other general disaster. Post-apocalyptic fiction is set in a world or civilization after such a disaster Watch the trailer for the film adaptationhttps: //www. youtube. com/watch? v=sutg. Wjz 10 s. M How could it be described as a dystopian setting? How is it different to ‘normal’ life? How can you te; ; that it is postapocalyptic? How does it make you feel sympathy for the protagonist Tris? Now read an extract from the novel that describes the setting in more detail…

Setting in ‘Divergent’- Tris’ description of Chicago The bus stinks of exhaust. Every time it hits a patch of uneven pavement, it jostles me from side to side, even though I’m gripping the seat to keep myself still. My older brother, Caleb, stands in the aisle, holding a railing above his head to keep himself steady. We don’t look alike. He has my father’s dark hair and hooked nose and my mother’s green eyes and dimpled cheeks. When he was younger, that collection of features looked strange, but now it suits him. If he wasn’t Abnegation, I’m sure the girls at school would stare at him. He also inherited my mother’s talent for selflessness. He gave his seat to a surly Candor man on the bus without a second thought. The Candor man wears a black suit with a white tie—Candor standard uniform. Their faction values honesty and sees the truth as black and white, so that is what they wear. The gaps between the buildings narrow and the roads are smoother as we near the heart of the city. The building that was once called the Sears Tower—we call it the Hub — emerges from the fog, a black pillar in the skyline. The bus passes under the elevated tracks. I have never been on a train, though they never stop running and there are tracks everywhere. Only the Dauntless ride them.

Five years ago, volunteer construction workers from Abnegation repaved some of the roads. They started in the middle of the city and worked their way outward until they ran out of materials. The roads where I live are still cracked and patchy, and it’s not safe to drive on them. We don’t have a car anyway. Caleb’s expression is placid as the bus sways and jolts on the road. The gray robe falls from his arm as he clutches a pole for balance. I can tell by the constant shift of his eyes that he is watching the people around us—striving to see only them and to forget himself. Candor values honesty, but our faction, Abnegation, values selflessness. The bus stops in front of the school and I get up, scooting past the Candor man. I grab Caleb’s arm as I stumble over the man’s shoes. My slacks are too long, and I’ve never been that graceful.

Now try this • Read the Divergent extract (on previous slides). • Look for and highlight these language features used by the author to describe the setting: • Contrasting adjectives- difference between the poor and rich areas • A metaphor to describe a building CHALLENGE: How does the setting encourage you to feel sympathy for the narrator (Trius). How does she feel about the setting? Explain your answer and include quotes in your response.

Compare the two settings: How do the authors present the setting in these extracts? Ready Player One Both Divergent Idea 1: Both present the setting as dangerous for the narrators. Idea 1: Quote 1 (Divergent): ‘’ The bus stinks of exhaust. Every time it hits a patch of uneven pavement, it jostles me from side to side” Quote 1: Quote 1 (Ready Player One): ‘mound of old cars and trucks piled haphazardly‘ Idea 2: Quote 2: Idea 3: Quote 3: EXTENSION HINT: Try to think of examples that support big ideas. i. e. the setting is dangerous, the setting is special to the speaker, the setting is isolated from the rest of the population

Maths

Graphs of linear equations Learning objective To plot graphs of equations that correspond to straight-line graphs Keywords To work with coordinates in all four quadrants Plot Linear function Straight line Equation Gradient y-intercept

Linear Graphs Starter: What is wrong with the graph? y 6 5 4 3 2 1 -3 -2 -1 -1 -2 -3 -4 -5 -6 1 2 3 4 5 6 x

(0, 10) C A (0, 0) B Three identical squares are shown. Work out the coordinates of the points A, B and C. Explain your strategy.

Linear Graphs Functions Below is a function: y = 2 x - 1 This means when x is the input, y is the output. x X 2 -1 y

Linear Graphs Functions Below is a function: y = 2 x - 1 Eg When x=-2 y=(2 X-2)-1= -4 -1=-5 When x=3 y=(2 x 3) -1= 6 -1= 5 We can make a table using this function x -2 -1 0 1 2 3 y -5 -3 -1 1 3 5

26/10/2021 Functions y = 2 x - 1 (-2 , -5) (-1 , -3) (0 , -1) (1 , 1) (2 , 3) (3 , 5) Linear Graphs x y -2 -5 -1 -3 0 -1 y 5 4 3 2 1 -2 -1 -1 -2 -3 -4 -5 1 2 3 x 1 1 2 3 3 5

Linear Graphs 26/10/2021 Activity Draw these functions between x = -2 and x = 3 Extension 1 y=x+1 1 y = -x 2 y = 2 x + 1 2 y = -x + 1 3 y = 2 x - 2 3 y = -2 x 4 y = 3 x 4 y = -2 x + 2 5 y = 4 x - 3

On the same axes, draw the graphs of the following equations by completing the table of values. Discuss key features of each graph. 0 3 0 6 Plotting the graphs can help identify any errors in your table. Comment on Alex’s statement. What does she mean? 0 2 Alex

0 1 2 2

Using the same method as Tommy, plot the following two graphs.

Fancy a project? Investigate a Crest Award Science The British Science Association has ideas for practical indoor, outdoor, kitchen and make-it activities for you to try A click on the above images should take you to the website … fingers crossed!

www. nottinghamshirewildlife. org/postcardshow How about something a little different from the science curriculum? Why not create something to submit to Nottinghamshire Wildlife Trust’s Postcard Show? It is forming part of the Wildlife Trust’s national #30 Days. Wild campaign, which encourages us to do something to connects us with the environment around us. Have a look online for inspiration.

The purpose of the digestive system is to break up the large molecules most of our food is made up of into in to molecules that are small enough to be absorbed into our bloodstream so that they can be transported to our body cells that need them. Task: Match the description to the body part – not sure on some of them? Use a process of elimination and look for clues to help you to figure them out. Produce a diagram of your own and add the descriptions as annotations. Appendix Oesophagus The tube that links the mouth to the stomach Small intestine Small in diameter but long in length, the small intestine breaks down and absorbs nutrients A dead end near the start of the large intestine, one theory is that it is a nursery for bacteria to replenish gut fauna in the event of a stomach upset Liver and gall bladder The liver makes and the gall bladder stores bile, an alkaline solution that mixes with and neutralises the material that leaves the stomach. Mouth Where pieces of food are mechanically broken down and mixed with saliva, a digestive juice containing the enzyme amylase Rectum Where faeces (the indigestible part of our food eg fibre) is stored Pancreas Task: Add an arrow to your diagram show the route food takes through the digestive system, then write a list of the organs food passes through Stomach A muscular sac that mixes food with hydrochloric acid and protease enzymes Large intestine Large in diameter, this is where water from your diet is absorbed into the blood stream Produces 3 different types of enzyme – amylase, protease and lipase – to mix with the material from the stomach once it has been neutralised

Science sort of Cinema For something a bit different here are some ideas to explore the world and beyond: With a tendency to experiment on themselves, in Operation Ouch twin doctors Chris and X and ‘explore the weirdest and most wonderful bits of medicine … from sneezes and snot to pimples and poo’ https: //www. bbc. co. uk/iplayer/episodes/b 03 cdr 8 s/operationouch Primates is a recent documentary series from the BBC. Narrated by Chris Packham, this series explores the amazing diversity of our closest relatives the primates, together with stories looking at how some people are trying to protect them through innovative conservation projects. https: //www. bbc. co. uk/iplayer/episodes/m 000 hrg 0/primates

Classic, ground breaking wildlife documentary series from the BBC, they are both beautiful and opened our eyes to a range of environmental issues. Blue Planet and Blue Planet II, Planet Earth II and Frozen Planet. Astronauts: Do you have what it takes on i. Player sees astronaut Chris Hadfield and his expert team choose a winner from 12 applicants who are put through a selection process to assess if they could handle a trip into space. https: //www. bbc. co. uk/iplayer/episodes/b 008044 n/the-blueplanet https: //www. bbc. co. uk/iplayer/episodes/p 05 bf 1 jt/astron auts-do-you-have-what-it-takes https: //www. bbc. co. uk/iplayer/episodes/p 04 tjbtx/blueplanet-ii Planets is a Brian Cox documentary series for the BBC that explores the eight planets of our Solar System. https: //www. bbc. co. uk/iplayer/episodes/p 02544 td/planetearth-ii https: //www. bbc. co. uk/iplayer/episodes/p 07922 lr/theplanets https: //www. bbc. co. uk/iplayer/episodes/b 00 mfl 7 n/frozenplanet From Ice to Fire: The incredible science of temperature on i. Player. Dr Helen Czerski explores the extremes of the temperature scale, where everyday laws of physics break down and a new world of scientific possibility begins. BBC i. Player 2 -part series ‘Kate Humble: Into the volcano’ shows how geologists investigate volcanic activity. And yes, she does go into the crater of the volcano (spoiler alert: she makes it back out). https: //www. bbc. co. uk/iplayer/episodes/b 04 xwyvl/katehumble-into-the-volcano https: //www. bbc. co. uk/iplayer/episodes/b 09 rzq 05/fromice-to-fire-the-incredible-science-of-temperature

Spanish Topic: Summer holidays Lesson 3: Describing holiday activities, using the superlative (Lesson 2: (18. 05. 20) Using the comparative to extend your descriptions (Lesson 1: ) (27. 04. 20) Describing your holiday home ) If you would like some personalised learning using Active Learn in either French, German or Spanish, contact jude. clark@hhe. nottingham. sch. uk. You will then be issued with a login and password and will have tasks set for you.

• Describing holiday activities • Using the superlative Task 1: What can you do in Mallorca? Match the pictures to the phrases. a= b= c= d= e= f= g= h= Task 2: Translate the following sentences into Spanish. Use the phrases in task 1 to help. If you need help with vocabulary, use an on line dictionary such as Word Reference.

Task 3: Imagine you work in a tourist office. Make up two dialogues, explaining what there is to do in Capdepera and Magaluf. Task 4: Read the leaflet about Mallorca and match the photos to the descriptions. 1= 2= 3= 4= Did you spot the superlatives? Read back through the descriptions and find the Spanish for: Last lesson we looked at the comparative (bigg er/small er) but have you heard of the superlative before?

Task 5: Task 6: Your Spanish friend has sent you a series of messages about what you are going to do each day whilst you are in Mallorca on holiday. Make notes in English about each day. Choose a destination. What can you do there? Create a tourist leaflet for your chosen destination. Write a description for each activity, trying to add a superlative where possible. Then illustrate your leaflet - make it eye catching! Qué vamos a hacer esta semana en Mallorca? El martes, voy a ir al Passeig des Born. Es la calle más importante y más comercial de Palma. Voy a ir de compras. Y el jueves …. a ver… ‘se puede ir al acuario, donde se pueden ver los tiburones más feroces de la isla. ’ Vamos al acurario. ¡Qué guay! Be creative! A ver, el lunes vamos a visitor las cuevas más famosas de la isla. El miércoles voy a ir a la playa del Arenal. Es la playa más hermosa de la isla. Se pueden hacer muchas actividades náuticas interesantes. ¡Qué guay! ¿El viernes? Mira, mira. . se puede ir de paseo en bici. Me encanta montar en bici. Si, el viernes vamos a ir de paseo en bicicleta. Task 7: Become a ‘superlative’ expert – practise your skills!

Website links https: //www. thenational. academy/online-classroom Has great online resources for year 8, including maths/ science/English/ art/ geography/ history/ RS/ Latin/ French/ Spanish/ PE. https: //www. bbc. co. uk/bitesize BBC Bitesize are uploading lessons every day and cover a whole range of subjects – why not have a look! If you would like some personalised learning using Active Learn in either French, German or Spanish, contact jude. clark@hhe. nottingham. sch. uk. You will then be issued with a login and password and will have tasks set for you.