Class 3 Bulletin

Messages emailed to Class 3 parents

2 days ago
Posted on by

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

4 days ago
Posted on by

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

One week ago
Posted on by

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

9 days ago
Posted on by

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.
9 days ago
Posted on by

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

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

  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

 

 

16 days ago
Posted on by

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.

  1. anticlockwise
  2. antiseptic
  3. antisocial
  4. antifreeze
  5. antibody
  6. antislip
  7. anticlimax
  8. antimatter
  9. antismoking
  10. 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.

Video links

Lesson 1 – Right angles in shapes

Lesson 2 – Compare angles

Lesson 3 – Horizontal and vertical

Lesson 4 – Parallel and perpendicular

Year 3 Tables Tests

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.

page7image425222512

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

page7image425223184 page7image425223856

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

  1. Find out some interesting facts about flowers and the people who have hunted, studied and painted them.
  2. Learn about the work of the artist Georgia O’Keeffe.
  3. Closely observe a variety of flowers with magnifiers and record this in the form of a watercolour painting.
  4. Press flowers to preserve them.
  5. 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

19 days ago
Posted on by

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

21 days ago
Posted on by

Home Learning update

Hi,

It seems that Twinkl are not permitting as much free access to their website as they were before. As a result of this, some of the home learning tasks have been tweaked so that they don’t rely on access to Twinkl materials.

Keep up the good work, and feel free to send any of it to your class teacher or me.

Mr Chiverton

23 days ago
Posted on by

Year 3 Home Learning W/C June 15th

Hi,

Hopefully, you have all been able to access the week’s home learning and like the range of tasks provided.

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.

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 suffix –ian

  1. musician
  2. magician
  3. electrician
  4. optician
  5. politician
  6. mathematitcian
  7. librarian
  8. guardian
  9. Egyptian
  10. comedian

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 links

Lesson 1 – Order fractions 2020

Lesson 2 – Add fractions 2020

Lesson 3 – Subtract fractions 2020

Lesson 4 – Problem solving with addition and subtraction of fractions

Ultimate Times Table Daily Practice 16 Booklet

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 know Miss Taylor would like you to continue with your work on the Mayans. Have a look at the grid below to see what she would like you to look at.

MAYANS

As Twinkl has now stopped its free access, I’ve suggested some other aspects of Mayans to look at.

You could:

  • Look at examples of Maya writing and at logograms, asking: What can they tell us about Maya culture?
  • Understand syllable glyphs of the Maya people and write/draw words using the glyphs.

Play this video clip of the mystic music of the Maya and watch the man playing the instruments and listen carefully to the music. You may want to close your eyes after a while and imagine being in a Maya tribal settlement.  What sort of feelings does it evoke in you? What would it be like to be sitting with fellow Maya, in the evening, listening to someone playing that music? What does the Maya music and instruments tell us about their culture? Look at the presentation on Mayan Games, if you can, cut them out and play either a Fishing Game or Snap with the cards. At this stage, don’t look at what the pictures are or represent, but just look at the shapes and wonder about them, as you play.

When you have finished playing, have a look at the definitions of each picture.  What purpose did these shapes have for the Ancient Maya?

They are ‘logograms’ used by the Maya to convey whole words, (like an ancient form of emoji!)  Can you work out how these symbols have come to represent the words? Some are quite obvious but some are not. A lot of Maya writing is tricky to understand but many logograms are straight forward. Look at all the logograms. What do they tell us about ancient Maya culture? (Influenced by weather; some animals were significant). What is surprising or fascinating? (There is a logogram for ‘book’; their houses look sad!).

On plain pieces of paper, choose a logogram to look at. Copy it in pencil, concentrating on the forms and detail.

Next, take a look at the Maya syllable chart. Try writing write words in Maya glyphs using the charts to help.

Weblinks

Mystic music of the Maya – YouTube clip
Information on the Maya codices from mayacodices.org
Information on Maya writing from ancientscripts.com

Science

This half-term we are looking at PLANTS. 

You agree to help Zinnia, a friendly alien who wants to farm human food in space. She needs you to find out what plants need to grow strong and healthy. Are you up to the challenge? You will need to do some scientific investigation and research over the coming sessions.

Activities

  1. Become Planet Earth plant research experts for an alien called Zinnia.
  2. Discuss and decide all the requirements we think plants need to grow strong and healthy.
  3. Set up a plant growth investigation to test our theories.
  4. Begin to take measurements of height and make notes on observations.
  5. Research some interesting plant facts from books and the Internet.
  6. Create a display of “Did you know …?” facts.

Investigation – observing over time
Make a list of what we know and what we want to find out. Plant some beans (or any other seeds you can find)  in transparent jars and place them in different conditions to begin some observations.

Vocabulary
Plants, growth, light, warmth, air, soil, water, investigate, seedlings, research

You can find out interesting facts by researching in books and online. There are so many interesting things to discover by reading about plants online or in books e.g.

  • Why does a plant need roots?
  • What happens in the leaves?
  • How do plants make new plants?
  • Why do leaves change colour in autumn?
  • How long can plants live?
  • Why do flowers smell?
  • Why are most plants green?
  • What is pollen?
  • How big or small can a plant be?
  • Can plants get ill?And so much more!
    Here are some good websites http://www.dkfindout.com/uk/animals-and-nature/plants/ http://www.sciencekids.co.nz/sciencefacts/plants.html http://factsforkids.net/plant-facts-for-kids/ http://www.bbc.co.uk/bitesize/ks2/science/living_things/plant_life_cycles/read/1/ Task
    Try to find out 3 plant facts and write them into these “Did you know…?” statements.

Did you know that

Did you know that

Did you know that

If you have time, write one of your facts in a speech bubble for a Did you know…? display on plants.  You could draw a picture to illustrate it. Write your plant fact in the leaf in neat large handwriting for a “Did you know …?” display. Draw a picture to illustrate it and colour it in. Write your name in the box.

Weblinks
A short compilation clip of plants growing from www.bbc.co.uk
Zinnia’s first message from www.YouTube.com

Art

How did you get on with your plant pictures using plants? This week I’d like you to create an image of a plant using materials you can find around the house. Make sure you ask a grown up if you plan to use something that they might want to keep. I was thinking of pastor rice.

Miss Taylor and I would love to see some of your work. If you want to send any through to us, please let us know if it’s okay to put it on the school website.

Keep smiling,

Mr Chiverton 🙂

 

Maths Answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4