Attached is Class 3’s topic plan for the Autumn term. Our topic is the Stone Age.
Class 3 Bulletin
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.
- heart
- natural
- potatoes
- strength
- actual
- century
- exercise
- height
- naughty
- 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.
Lesson 2 – Add and subtract capacity
Lesson 3
Lesson 4
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
- Sort a variety of fruits according to observable features.
- List the different ways seeds are dispersed.
- Investigate wind dispersal by setting up fair tests to determine the best type of paper spinner.
- Record and report back on results.
- 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.
- accident
- caught
- eighth
- heard
- minute
- possible
- strange
- accidentally
- centre
- 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.
Lesson 3 – Add and subtract mass
Lesson 4 – Measure capacity (2)
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
- Explore a wide variety of fruits and ask questions about them.
- Use observation skills to create detailed drawings of fruits with accompanying notes.
- 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.
- superhuman
- supermarket
- superman
- supersize
- superwoman
- superstar
- supernatural
- supervise
- because
- 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.
Lesson 2 – Recognise and describe 2D shapes
Lesson 3 – Recognise and describe 3D shapes
Lesson 4 – Telling the time to 5 minutes
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
Rare murals giving glimpse into everyday life of the Maya from livescience.com
Life as a Maya child from mayas.mrdonn.org
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
- Consolidate knowledge on pollination by doing a sequencing puzzle in pairs.
- Examine plant specimens that show the development of fruits from pollinated flowers.
- Discuss observations, generate questions and form theories on the process.
- Learn how pollen grains fertilize ovules by watching a film clip and an explanatory PowerPoint.
- 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
Year 3 Home Learning W/C June 22nd
Hi,
Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided. I believe that the website Twinkl has changed their access rights. I’ll be looking for other resources that are still free to download.
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
PE
I hope you are enjoying, and keeping up with your daily Joe Wicks.
Reading
An excellent resource for reading has been provided by 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.
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 -anti.
- anticlockwise
- antiseptic
- antisocial
- antifreeze
- antibody
- antislip
- anticlimax
- antimatter
- antismoking
- antislavery
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.
Lesson 1 – Right angles in shapes
Lesson 3 – Horizontal and vertical
Lesson 4 – Parallel and perpendicular
The times tables sheets are for 3 weeks. Just complete the first 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
Unfortunately, a lot of resources on the Twinkl website now have to be paid for. As a result of this, I have tweaked the home learning for the Mayans.
This week I’d like you to learn about the Maya numerals, their maths system and the Dresden Codex; use sticks, stones and shells to represent Maya numbers.
Before the session, watch the video clip on the Maya Base-20 Number System. If possible collect shells, small stones and sticks of uniform length or lolly sticks, or use the symbols from the presentation on Maya numbers (session resource). If you can, print and cut out the number cards 0-20. Spread them out on the tables to indicate that they are Maya numbers. Look at the cards and think about them.
Try and put them in order. This is the Maya way of counting. Try and crack the number code. What do the different symbols mean?
The oval shape (or shell) is a zero, the dot (or pebble) is a 1 and the line (or stick) is a 5. Now you know this, can you quickly put the cards in order in a Maya number line on your table? Keep the cards on the table whilst you access the internet, and search for ‘Living Maya Time’ to find the Smithsonian weblink. Play the games on the maths games part of this website. Explore the practice rounds before moving onto ‘Start Game’. Watch the short video clip about the discovery of the Dresden codex and look at presentation on The Dresden codex. I would like you to write your birthdays in a Maya way! This section shows numbers placed around serpents. Let’s have a go at drawing a serpent with the right numerical symbols to represent your birthday.
The Dresden codex
Can you see the serpents on this section of the Dresden codex? It is thought that they represent birth dates.
Can you see that the number just to the right of the tail of the right-hand serpent consisting of three bars and four dots? That’s a 19 (3×5+4×1=19) – the largest Maya “digit”. There are a lot more numbers than we would record for a birth date because the Maya calculated dates differently.
Can you draw your birth date?
Draw a serpent in the Maya style. Serpents were revered as magical creatures so make your serpent elaborate and intricate.
Here are some examples:
When you draw the serpent, stretch it out a little to make room for your numbers. Don’t worry about calculating your birth date using the Maya calendar. First write your birth date using normal numbers.
For example:
21st September 2011 would be 21.9.11
Weblinks
The Maya number system and how to teach it using sticks, stones and shells – YouTube clip
Games to help children understand the Maya number system from maya.nmai.si.edu
The discovery of the Dresden codex – YouTube clip
Science
- Observe a range of different flowers closely using magnifiers.
- Record observations using pencil and watercolour.
Activities
- Find out some interesting facts about flowers and the people who have hunted, studied and painted them.
- Learn about the work of the artist Georgia O’Keeffe.
- Closely observe a variety of flowers with magnifiers and record this in the form of a watercolour painting.
- Press flowers to preserve them.
- Create a model flower and begin to know and label the male and female parts within it.
Flowers are amazing, delicate, beautiful, mysterious and powerful! We will be learning not just about flowers but also about the mysterious power that they hold. First let’s recap on some of the clue facts about flowers and we’ll also find out what you already know about them. Make a list or mind map of what you already know about flowers, e.g. make pollen, attract bees, have petals. In our new topic we will discover all about flowers, and how they are crucial in making new plants – this is called reproduction.
We will stage our own stunning art exhibition on the theme of Flowers, Fruits and Seeds. We will make paintings, drawings and sculptures as we learn. Select a specimen to paint and place it on a piece of white paper so the shape and colours are clearly visible. Botanical illustrators and artists spend a lot of time looking before they draw and paint. Look particularly at the structure of your flower – the arrangement of petals and the inner structures. Mix colours to match the shades you see and build up layers of colour from light to dark.
Investigation – observation/analysing secondary sources
Study a variety of different flowers, making botanical paintings. Use hand lenses for close observation. Discover that flowers usually have male and female parts.
Vocabulary
Botany, botanist, botanical, petals, reproduction, male, female, stigma, style, stamens
Art
If you get a chance, look at the art of Georgia O’Keeffe. Use this to help you with your Science.
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
End of Year Maths Expectations
Year 3 Maths Expectations
Mathematics-Non-Negotiables-Year-3
Attached above are the end of year Maths Expectations for Year 3. They are the minimum expectations that all pupils must attain by the end of Year 3, in order to be ‘At the expected standard’ in Maths.
The content identifies basics to ensure children make rapid progress and access learning in other areas, as well as securing success in terms of preparing children for the next stages in their learning.
I have attached this document for your information as a lot of learning has taken place at home over recent months so you can use this document to track and assess where your child is at and any gaps that they may have. It is purely so you can see what your child is expected to achieve in maths by the end of the academic year and gives examples of how they could do this. It also helps to prepare them for their new year group in September.
Your child’s new teacher in September will be sharing the appropriate document for their new year group with you at our Autumn term parents evening. Alongside our termly NTS assessments, teachers will also be using these documents to assess and track children’s progress throughout the year.
Written with age appropriate expectations in mind, they:
- focus on the basics; making a difference to progress for all children
- support teachers in recognising key areas to promote progress
- are based on the average pupil in the cohort, supporting the need for differentiation.
These expectations are in no way intended to cover the entirety of the curriculum – they are an on-going reminder of key objectives for the year group. They are the basics in order to embed and support meaningful learning.
Thank you! Mrs Owen
