Yesterday: your division code was right and your row had eleven out of twelve correct; only 7 × 8 was 54, and that is 6 × 9. 7 × 8 = 56, remember that one. You read ten pages (you’re on 48), and in English you typed Today was a storm; it was. You saw the wind come from the west after the squall, while here it almost always comes from the east, and your compass rose on the back of your sheet was completely right. How that can be, you learn today after the break. The big numbers continue today; you do exercise A together with dad or mum first. Wednesday. First your book, then writing down six words with Bo (day 3 of the make-it-longer word: if you doubt the last letter, make the word longer), your text about the water here, and checking with your card. Then two minutes of moving, one clock question, and finally arithmetic with time: what time is it finished, and how long did it take? After mission 6 it’s a real break; then you come back for two short missions: big numbers with a zero in them, and Tuesday’s squall: that cloud with the sharp edge, the cold hard wind, and no rain. Dad asked whether you could learn how that works. Your wind log starts there too, day 1. Eight missions, eight pieces of evidence: 50 minutes, break, 20 minutes.
Your route — 50 minutes, break, 20 minutes
- Mission 110 minutesreading in your book, with the timer. BOOK + SCREEN. Evidence: page and one sentence.
- Mission 28 minuteswriting down six words with Bo: the make-it-longer word, day 3. FIRST WATCH AND LISTEN, ON PAPER, THEN ON THE SCREEN. Evidence: the six words typed.
- Mission 310 minutesyour text: four sentences about the water here, with and and but. ON PAPER + SCREEN. Evidence: sentence 1 typed.
- Mission 44 minuteschecking: first your card out loud, then your checklist, three points. Evidence: your ticks.
- Break2 minutesmoving. Pause button, stand up, ten jumps, a lap, back.
- Mission 53 minutesthe clock: what time is it now, and in 25 minutes? Evidence: two times.
- Mission 615 minutesthe clock, part 3: how long does it take? ON PAPER: timeline sheet, THEN ON THE SCREEN. Evidence: two times.
- Breakat least half an hourpause button in, screen closed, move or eat.
- Mission 710 minutesarithmetic: big numbers, the zero in its place. Evidence: two numbers.
- Mission 810 minutesworld: the cold gust without rain, and your wind log day 1. Evidence: one choice and today’s wind log.
Mission 2 — writing down six words with Bo: the make-it-longer word, day 3, at most 8 minutes
video · Bo says six words
FIRST THE VIDEO: Bo says six words, with a pause after each word. ON PAPER: write each word on the line with that letter. THEN ON THE SCREEN: type the six words over. Not sure about the last letter? Make the word longer in your head. Two words come from the groups you already know; those you just know. Pause the video if you need more time. Only then check together.
Evidence — your six wordsType the six words over from your sheet, with a space between them, exactly as you wrote them (A to F).
type your answer here
Mission 6 — the clock, part 3: how long does it take?, at most 15 minutes
ON PAPER: the timeline sheet behind your worksheet. THEN ON THE SCREEN: two times. On your clock sheet from the assessment it said: your lesson starts at 11:05 and takes 50 minutes, what time is it finished? Sums like that you do on a timeline. The example on the sheet: the boat leaves at 10:40 and arrives at 12:10. Jump 1: from 10:40 to 11:00 is 20 minutes. Jump 2: from 11:00 to 12:00 is 1 hour. Jump 3: from 12:00 to 12:10 is 10 minutes. Together 1 hour and 30 minutes. Then four exercises, the last of which is about your own lesson today: look at the clock.
Evidence — exercise 1Your lesson starts at 11:10 and takes 45 minutes. What time is your lesson finished? Type the time like
8:05.
type your answer here
Mission 8 — world: the cold gust without rain, at most 10 minutes
FIRST THE PHOTO (at the top of your lesson). THEN READ ON THE SCREEN. THEN THE EXPERIMENT. THEN ON PAPER: your squall sheet. Dad took the photo at the top of this lesson on Tuesday, when the squall was coming. Look at it for half a minute first: what do you see? Grey bands above each other, a dark strip above the water, a loose white cloud, boats at anchor, and white water in front. On Tuesday you saw it yourself, on board: a cloud with mega sharp edges, the edges fell apart, then it started blowing hard, the air was really cold, and you saw no rain. How can a squall without rain blow so hard and so cold? Here is how, in five steps.
1. In such a big squall cloud, rain falls down. 2. Below the cloud the air here is dry. The rain evaporates there: the drops turn back into water vapour before they reach the water. That’s why you saw no rain. 3. Evaporating costs heat: the water takes heat out of the air. The air below the cloud becomes cold. Cold air is heavier than warm air, so that cold air falls down. 4. At the water the cold air can’t go further down and flows sideways, in all directions, including towards your boat. That was the hard wind, and that’s why it was cold. The first gust is the hardest. 5. The cold air pushes the warm air at the front upwards. That’s where the sharp edge comes from. When the edge falls apart, the cold air is with you. Sailors know this: when you see such an edge, you reef in time, and after the squall you check whether the anchor still holds.
The experiment (1 minute): wet the back of one hand and hold both hands in the wind, or blow on them. Which hand feels colder? The wet one. The water evaporates and takes heat out of your hand. That is exactly how the air below the cloud got cold.
Why was the wind cold?You saw no rain, but the wind was hard and cold. How come?
- The sun went behind the cloud, and without sun everything gets cold at once.
- The rain evaporated below the cloud; that makes the air cold, and cold air falls.
- Wind from the east is always cold, even on a sunny day.
