Class 3

We can’t quite believe how quickly the last few weeks have gone, the children in Class 3 have been brilliant.

Reading –
The children should have a reading book and sharer book in their book folders. These books need to be brought in on a Friday so that they can be changed and sent back home on Monday afternoons. This gives the books time to ‘clean’ over the weekend.

As a school, we have just launched ‘Reading Rockets’ as our reading reward system. This replaces our class raffle ticket system. The children have to have 3 signatures in their diary each week to earn a tick on
the class chart. After 10 ticks the children earn their bronze award, 20 ticks for a silver award and 30 ticks for their gold award. They will also collect prizes along the way. This is to encourage the children to read at home to help develop their reading stamina and fluency, and most importantly helps to develop a love of reading.

Homework.
Today I have sent home a spelling list and an arithmetic test – these will normally be sent home on Fridays.
The arithmetic tests are completed in school every Friday, we send them home so that parents/carers are able to see where their children may require some extra support. The children don’t need to bring anything back into school for this.

The list of spellings that are sent home are words that we have looked at and practiced at school that week – the spelling rule for this week’s spellings are words with ‘ei’ in them. Again, the children don’t need to bring anything back into school for this, there will be no test but it would be great if the children could practice their spellings and have a go at writing them into sentences at home.

Thank you for your patience and support.
Miss Taylor 🙂

Class 3

Hi all,
We have had a brilliant first week in Class 3 ! The children have all been fantastic.
They have adapted quickly to the changes in their usual school routine and listened carefully to the new school rules to help keep themselves and others safe.

The children will be bringing home their new reading books on Monday.
They will have a reading book that is chosen to suit their reading ability and they will also be able to choose a ‘sharing’ book of their choice. The sharing book is to encourage the children to read for enjoyment and share the book with adults/siblings at home 🙂

Class 3s PE day is Monday. Please can the children come to school in their PE kit and suitable footwear for PE. They will be staying in their PE kit all day.

Well done again to my new, and very grown up Year 3s.

Miss Taylor

Yr 3 Home Learning W/C July 13th

Hi,

I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so won’t be able to hold one this week. Hopefully, you will now be meeting up again with your friends before too long.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at statutory spellings from the Year 3.

  1. heart
  2. natural
  3. potatoes
  4. strength
  5. actual
  6. century
  7. exercise
  8. height
  9. naughty
  10. pressure

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Compare capacity

Lesson 2 – Add and subtract capacity

Lesson 3

Lesson 4

Year 3 Tables Tests

See if you can beat your time and score from previous weeks

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, I like to take the opportunity to write creatively and use my imagination. I would therefore like you to write a story around the following image.

The Mysterious Door

Question time!

What will emerge from the tiny door?

How will the boy react to seeing it emerge?

‘The Borrowers’ is a book by Mary Norton about little people called ‘Borrowers’ who borrow things from people’s houses. What do you think the difference is between borrowing and stealing? Have you ever borrowed something, but then forgotten to give it back? Is that stealing?

If we borrow every single book from a library, is that borrowing? Is it still a library?

If I ask you if I can steal your pencil case and you say yes, is that stealing?

Sentence challenge!

Can you use relative clauses to add extra information to a sentence using who, which, where, when, whose or that?

E.g. He could see the mysterious door at the bottom of the garden, which had troubled him for so long.

The young boy, who had been sitting there all morning, was delighted when the door began to open.

The tiny creature, whose eyes were the size of peas, emerged from the stone door.

The door, which___________, creaked slowly open.

Story starter!

On a quiet day, you can sometimes hear them. Every now and then, there’s be a tapping or a scraping or a rustling from behind the door. Occasionally (if you’re patient enough to sit for the whole day and watch), movement can be glimpsed through the dark windows. Once, just once, the faint sound of whispering in hushed tones was heard.

The boy had spent his entire summer holidays wishing for something to emerge from the mysterious door. He had spent yet another sunny morning hiding in the tall grass at the bottom of his garden just staring at the door, hoping to catch a glimpse of something or someone extraordinary.

The moment he had been waiting for had finally arrived…The door began to slowly creak open…

Topic

I hope got a chance to make some Maya head dresses.

This week we will:-

Discover the modern culture and struggles of the Maya people; learn about a modern Maya school and research modern Maya celebrations.

You will:

  • Understand that the Maya people are still in existence in modern culture and that Maya children go to school in some areas.
  • Organise and host a Maya celebration.

Before you start, collect together the items you have made in previous sessions. You will be preparing and hosting a Maya celebration.  Before we do this, it is important that we learn about the modern Maya so we can tell your guests facts and stories of their struggles. Search for ‘modern Maya’ on the internet and spend some time researching using the questions from the presentation on Modern Maya research questions.

Be prepared to share your research with your guests.

Try playing music, make and serve the Maya food and drink and draw glyphs and Maya images. You could make flour tortillas.

Place the woven place mats on the tables and  wear your head dresses. When the guests are ready, invite them to sit down and try the tortillas and hot chocolate.  Play the video clip of the mystic music of the Maya when appropriate.

Weblinks

Modern Maya struggling to cope in the modern world from bbc.co.uk
The Maya today from historymuseum.ca
Maya artists and textile workers talking about their craft and how Fairtrade has helped them from mayanhands.org
Information about the Maya, including 3d reconstructions of the different Maya temples and pyramids from maya-3d.com
Modern Maya from maya.nmai.si.edu
Mystic music of the Maya – YouTube clip

Science

This week, you will:

  • Understand that the function of a fruit is to produce and disperse seeds.
  • Know the different ways that seeds can be dispersed.
  • Investigate wind dispersal by setting up a fair test to compare the flight of different paper spinners.

Activities

  1. Sort a variety of fruits according to observable features.
  2. List the different ways seeds are dispersed.
  3. Investigate wind dispersal by setting up fair tests to determine the best type of paper spinner.
  4. Record and report back on results.
  5. Use results to generate further questions and possible enquiries.

Fruits are simply amazing aren’t they? What questions about fruits from last session did you come up with? Hopefully some of these will relate to the huge variation between fruits, e.g. shape, texture, number of seeds, arrangement of seeds.

 

Although all fruits are different, there is something the same about them. What is it that they all have in common? Yes! They all have seeds. Why do plants make seeds? Yes, to make new plants (reproduce). Watch the film clip on seed dispersal. Let’s make a list of all the different ways we saw seeds being dispersed – wind (light seeds that spin, drift or glide), water (seeds that float), explosion (seeds that are flicked out from pods), animals (who will carry hooked or hairy seeds in their fur or eat fruits and carry the seeds away).

See if you can collect some seeds before trying this out.

If you have any wind dispersed seeds, e.g. sycamore, thistle down or dandelion clocks, pause at the first slide and ask chn to help by dropping these from an upstretched hand. Discuss the way they fall to the ground. Try and make a paper-copter at the same time using the instructions.

Investigation – exploring/pattern seeking/fair testing
Investigate other types of dispersal e.g. burrs and wind dispersal. Conduct a wind dispersal investigation.

Vocabulary
Fruit, seed, parent plant, dispersal, germination, investigate, fair test, record, results

Weblinks
A short clip that shows some of the ways seeds are dispersed from www.bbc.co.uk

Art

Art ties in nicely with your topic and science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Year 3 Home Learning W/C July 6th

Hi,

I hope you are all well and are looking forward to some relaxation in the social distancing rules.

I hope you enjoyed the class Zoom meeting. I have organised another one for this week if Zoom allows me.

Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. If I have included any you will need to type in a pin number in order to gain access to any materials that have been posted. I will post the number if required.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at commonly misspelt words from the Year 3.

  1. accident
  2. caught
  3. eighth
  4. heard
  5. minute
  6. possible
  7. strange
  8. accidentally
  9. centre
  10. enough

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Measure mass (2)

Lesson 2 – Compare mass

Lesson 3 – Add and subtract mass

Lesson 4 – Measure capacity (2)

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the third one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the how the Maya passed down their skills.

This week we will:-

Learn about foods eaten by the Maya community; research Maya clothing, headdresses and hairstyles and make a Maya headdress.

I would like you to

  • Learn about the foods eaten in the Maya community.
  • Gain a deeper understanding of Maya clothing, headdresses and hair styles.
  • Design and make a headdress suitable for a Maya celebration.

The Maya ate very well. They hunted wild turkey, deer, ducks and even monkey. They caught fish and ate bird eggs. They even grew sweet potato, corn, chillies and squash. They used the corn to make flour and turned it into tortillas.

Have a look at the presentation on Maya head dresses.

I would like you to make Maya head gear, but before that try some Maya research questions.

Watch this video clip of a modern Maya creating several traditional hair styles with her own hair. This video clip shows a more elaborate hair style. You could try them on your hair using long ribbon or strips of material. Try to design a Maya head dress on a piece of paper. You can look on the internet and search ‘Mayan Head Dress’ in Google Images.

I look forward to seeing your end pieces

Weblinks

Detailed information about Maya food from travel.nationalgeographic.com
About Maya food for children from mayankids.com
The importance of Maya food on world cuisine from sfgate.com
Useful website for research on clothing from ancientmayalife.blogspot.co.uk
Information on Maya clothing from mexicolore.co.uk
Modern Maya hairstyles -YouTube clip
Making paper feathers from thinkcrafts.com

Science

This week, I’d like you to:

  • Explore a variety of fruits and generate questions.
  • Classify fruits according to observable similarities and differences.

Activities

  1. Explore a wide variety of fruits and ask questions about them.
  2. Use observation skills to create detailed drawings of fruits with accompanying notes.
  3. Suggest criteria for grouping fruits and classify them accordingly.

Hopefully, you made some good zigzag books last week. These beautiful zigzag books will make wonderful exhibits at a school Art Exhibition and they could teach the visitors how fruits are made from pollinated flowers. You are all becoming such experts on how plants reproduce.

Today we are going to take a closer look at a number of different plant parts. I’d like you to look at as many different plants as you can. These could be flowers, nuts, fruit, vegetables, weeds, berries and squashes. (Bananas and seedless grapes won’t work) I want you to decide which of these plant parts have seeds and also which of them are in fruits.  Which had seeds in them? Gather ideas and  think about the answers. Actually they all have seeds. Which had the largest seed? Which had the smallest? Which of these is a fruit? Actually they are all fruits. A fruit is just another name for the part of the plant that holds the seeds. It can be juicy or dry, hard or soft, heavy or light, tasty to eat or deadly poisonous. They are all fruits because they all hold seeds. Which part of the plant turns into the fruit? Yes the ovary. Remember scientists are always asking “Why?” Can you think of any questions about fruits and seeds? Maybe – Why are there so many different types of seed? Why are some good to eat and others not? Why are some massive and others tiny? Let’s think about all the different types of fruits there are.

Investigation – exploration
Investigate a wide variety of different fruits, pods, berries etc. that “package” seeds.

Vocabulary
Fruit, pod, nut, seed, berry, seed head, ovary, ovule

Art

Art ties in nicely with your topic and science work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Yr3 Zoom Meeting July 8th 1:30 pm

Hi,

After the popularity of last week’s meeting we will be having another one as detailed below. Some of your friends may not be watching the school website so, if you get a chance, let them know about it.

Mr Chiverton is inviting you to a scheduled Zoom meeting.

Topic: Mr Chiverton’s Zoom Meeting
Time: Jul 8, 2020 01:30 PM London

Join Zoom Meeting
https://zoom.us/j/3707639400?pwd=MlcxZG94WlRNOFd5bWREZ00xTDdzUT09

Meeting ID: 370 763 9400
Password: 2wghku

Dear Parent/Carer,

As we sent out written reports to you at Easter, and the majority of the children have not been in school since, we will not be sending out written reports at the end of the year.

Instead we would like to offer you a ten minute phone call with your child’s teacher. You will be given either a morning or afternoon slot for your call. Please see schedule below.

If you do not wish to receive a phone call please let the school know as soon as possible and we will take you off the list.  The teacher will call the mobile telephone number registered to the first contact on your child’s file. If you would prefer us to call a different person or number please let us know as soon as possible.

Miss Taylor – Wednesday 15th July

If your child’s surname begins with A-E you will receive a morning call.

If your child’s surname begins with F – W you will receive an afternoon call.

Thanks

Guy Verling

Year 3 Zoom Meeting July 1st 13:30

Chris Chiverton is inviting you to a scheduled Zoom meeting.

As the children haven’t had a chance to see their friends for a while, I thought they could catch up via Zoom.

Topic: Mr Chiverton’s Year 3 Zoom Meeting
Time: Jul 1, 2020 01:30 PM London

Join Zoom Meeting
https://zoom.us/j/3707639400?pwd=MlcxZG94WlRNOFd5bWREZ00xTDdzUT09

Meeting ID: 370 763 9400
Password: 2wghku

To help it run more smoothly I recommend the following:

  • Download Zoom before the session. This will ensure you have this loaded before the session starts as this may take you 5-10 minutes to download.
  • Wear headphones to ensure the sound quality is not affected.
  • Close down other applications so they don’t impact on transmission speed.
  • When you join the session, please ensure your webcam is on (by clicking on Start Video) and also put yourself on Mute to limit any background noise (By clicking on Mute/Microphone) You will be able to unblock mute when you want to chat.

Year 3 Home Learning W/C June 29th

Hi,

What a difference in the weather this last week. I hope you have been able to enjoy it and haven’t been suffering from hay-fever.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at

c.chiverton@shawburystmarys.co.uk

There is now a new way of accessing Twinkl materials. You will need to type in a pin number in order to gain access to any materials that have been posted.

PE

I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.

Reading

I hope you have had a chance to access Cornerstones. I’ve used them a lot in the past and they provide good reading materials. Perhaps you could review something that you have read recently. You could also look at  Twinkl. You’ll find that they are often topical and will be differentiated. Pick the one that is most appropriate for your reading level.

Spellings

I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at words ending in the prefix super- and a couple of words that are commonly misspelt.

  1. superhuman
  2. supermarket
  3. superman
  4. supersize
  5. superwoman
  6. superstar
  7. supernatural
  8. supervise
  9. because
  10. address

Maths

I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Video link

Lesson 1 – Draw accurately

Lesson 2 – Recognise and describe 2D shapes

Lesson 3 – Recognise and describe 3D shapes

Lesson 4 – Telling the time to 5 minutes

Year 3 Tables Tests

The times tables sheets are for 3 weeks. Just complete the second one.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.

Literacy

BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing. There are so many ways you could take your writing that I wouldn’t like to restrict you by saying you have to do it in a particular way. There are a few ideas to start you off from talk4writing but then it’s up to your fantastic imagination and creativity.

Topic

I hope you enjoyed learning about the Maya numerals, their maths system and the Dresden Codex.

This week, I would like you to learn about the childhood of the Maya and how skills were passed down from parents; draw murals of everyday life; weave simple and elaborate mats.

You will:

  • Learn about the differences between childhoods for the rich and for the poor Maya.
  • Understand that life and trade skills were passed down from parents to children and that family life was extremely important.
  • Gain an understanding of Maya life and draw scenes of everyday life on a mural.

Try carrying a large book on their heads across the living room. Have a look at the presentation on Maya daily life.

The first scene, from a market place, shows someone carrying a large vase on their head.  This is the sort of thing ordinary Maya children would be very good at. They would have helped carry water and other items on their heads from the market to their homes. Archaeologists believe that a typical Maya family would probably get up before dawn and have hot chocolate and tortillas for breakfast. The Maya family all lived together. The woman and girls ground corn for tortillas and wove clothing. The men farmed and hunted. The children helped out in the home and only went to school if they were from noble families.

Because the Maya lived together, they also learnt from each other and skills were passed down from parents to children. Can you think of a skill that you use at home that you have learnt to do from older people? Cooking breakfast? Making a cup of tea? Knitting? If not, why not?

Have a look at the second image on Maya murals, which talks about the mural found in Mexico depicting scenes from everyday Maya life. Think of a scene you might want to depict on a mural. Consider any skills or activities you do involving older members of your family. Perhaps you could use a cardboard box and draw a scene on the edge of the box and colour it in felt tip. The children would have learnt many skills from the women in the homes and one of those skills was how to weave. Look at the image on how to weave a Maya mat, and the coloured card.

If you have access to the materials, you could weave a place mat each, in the style of traditional Maya weaving.

Weblinks

Science

This week, I’d like you to:

  • Make first hand observations of the development of fruits from flowers.
  • Use evidence to form theories.
  • Understand the process of how fruits develop from pollinated flowers.

Activities

  1. Consolidate knowledge on pollination by doing a sequencing puzzle in pairs.
  2. Examine plant specimens that show the development of fruits from pollinated flowers.
  3. Discuss observations, generate questions and form theories on the process.
  4. Learn how pollen grains fertilize ovules by watching a film clip and an explanatory PowerPoint.
  5. Make illustrated Zigzag books that explain the development of fruits.

I hope you enjoyed creating the flowers and bees from the last session. Last session we also learnt a lot about how bees and other creatures pollinate flowers. Let’s have a go at a sequencing puzzle to help remind us of what happens.

 Why do you think the petals shrivel and drop off once a flower has been pollinated?  “The flower is dying” or “The flower is finished.” What do you think happens next? Scientists are always asking the question “Why?” When they have a difficult question to answer, they try to gather evidence from observations. Let’s try to work out what happens after pollination by looking at different plants.

Check your answers from the PowerPoint Artful_Flowers_2

Hopefully, you can get the chance to have a close look at a plant to see what is happening. With a bit of luck you will have noticed that the pods and fruits seemed to develop and grow from the centre of the pollinated flower –directly beneath the stigma and style. Remember this is the female part of the flower. Below the stigma and style there is an ovary, and it is this that grows into a fruit. Watch Runner bean plants growing from www.bbc.co.uk. Did you notice how the flower dies and the fruit (the runner bean pod) grows from where the flower was. Let’s discover exactly what happens. Artful_flowers_fruits

Hopefully, you’ll be able to create a zigzag book which will illustrate and explain the process by which fruits and seeds are made after flowers have been pollinated.

Vocabulary
Stigma, style, ovary, ovules, pollination, fertilisation, fruit, pod, seeds

Weblinks
Runner bean plants growing from www.bbc.co.uk

Art

Art ties in nicely with your topic work.

Computing

If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Miss Taylor or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1 – As some answers require accurate drawing you will need to ask a parent to check your work

Lesson 2

Lesson 3

Lesson 4