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Chisenhale Chatter for Year 3 – Week beginning Monday 6th July
It was lovely to talk to so many of you last week and thank you
for sharing some of your learning with us. When we are allowed
back to school, we will share and enjoy more of your home learning
so keep it up! It will all help you to be ready for your next class
as well. This week, you will be meeting your new teachers, and we
wish you the very best with this (although we miss you all loads!)
Remember you can contact us on the
[email protected] email address and your
parents/carers can send your work to this to be included in our
gallery.
9:00 PE with Joe Wicks – do this every day! It will keep your mind and
body healthy and alert https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
9:30 Literacy, including learning spellings and showing your neat handwriting.
10:30 Break – Make sure you move around and are active!
11:00 Maths – Use the White Rose/BBC Bitesize, including regular times tables practise sometimes using Times Tables Rockstars.
12:00 Lunch
1:00 Mindfulness - Try Cosmic Kids: Zen Den (on YouTube) or use Go Noodle.
1:15 Wider curriculum subjects stated on the daily timetable -
Science, Music, Art, PE, Topic, Spanish, RE
3:00 Reading – daily reading for at least 15 minutes.
If you do this every day, you could set up your own reading treat at the end of the week.
Bedtime Story time with your family
We would like you to make sure you complete this learning, especially
the Literacy and Maths activities, as it will mean you are following
a timetable similar to what we do in school. You can still play
Studyladder games or access the BBC Bitesize learning but this is
your choice. Remember to have breaks in between your learning and
keep active!
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This is the Y3 BBC Bitesize timetable for the week. You can access
this through the red button on your TV or via the website.
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Our Year 3 Gallery
Thank you for these brilliant
Non-Chronological reports this
week, fantastic!
A fantastic soundscape written in
graphic notation for last week’s Covid
Sound Challenge!
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Some more wonderful reports…
Some pages from a very impressive and detailed
fact file about China!
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After our phone calls with you, we
noticed so many of you are excited about
next year and meeting your new teacher.
So this week we asked LKS2 Staff what
they were looking forward to, hopefully
being able to do some of them during the
summer.
Ms Nyes: I am looking forward to having
an ice-cream at the seaside, listening to the
waves and feeling the sea breeze.
Mrs Fallows: I am looking forward to meeting
my new niece and my friend’s baby boy. I want
lots of baby cuddles.
Mr Mortimer: I am looking forward to having
a barbeque. I love the smells and sounds of a
barbeque, especially on a sunny day!
Ms Begum: I am looking forward to travelling
again… on a plane!
Sue: I am looking forward to going away. Anywhere,
I’m not fussy!
Asma: I am looking forward to getting on a train
(rail) and travelling to the countryside.
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Jane: I am looking forward to going to my
caravan with my family.
Happy: I am looking forward to going to a
beauty salon to get my nails and lashes done.
Nicky: I am looking forward to a nice lunch
outside on a lovely sunny day with the family.
Also, it would be great to go back to the gym.
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Monday 6th July
Literacy
Practise these Y3/4 spellings using a range of spelling strategies that we
learnt about in school. How will you remember them?
answer length interest suppose important
E4E: Write a 5-minute sketch story trying to include at least 3 of these
This week we are going to be looking at different poetic devices and how
we use them to create ‘imagery’.
Imagery means using words to create a picture in our mind. This can
happen in poems, stories or songs!
Read this poem about the sea.
Sea Creatures
By Meish Goldish
Come along, come with me,
Take a dive in the deep blue sea.
Put on your gear, let’s explore
All the way to the ocean floor!
See that snail wrapped in curls?
Look! An oyster wearing pearls!
Watch the octopus oh so dark,
But, don’t you dare to pet the shark!
Dive on down, seaward bound,
Motion in the ocean is all around!
Dive on down, seaward bound,
Motion in the ocean is all around.
Now we’re very far below,
The lantern fish are all aglow.
Is that a tiny shock you feel?
You just met an electric eel!
Giant blue whales start to stir,
Bigger than dinosaurs ever were!
Wave goodbye to the squid and sponge,
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This is the end of our deep-sea plunge!
Dive on down, seaward bound,
Motion in the ocean is all around!
Dive on down, seaward bound.
Motion in the ocean is all around.
Draw what you visualise - read the poem again and draw as you do,
almost showing the image from your mind on the page.
Can you make any connections?
Does anything puzzle you?
Thinking about how the author has written this poem, what poetic devices
has the author used to create imagery? If you need a reminder on
different poetic devises, watch this video
https://www.youtube.com/watch?v=98l2gZh-2X0
Maths
Before you start today’s activity, play Times Tables
Rockstars. Your teacher has set times tables for you to
focus on learning each week so it is important to try
and play this a few times each week. The Y3 classes
will battle on Friday!
Measuring Mass
The White Rose website will show you a video about this learning and
then you can complete the worksheet, either printing this out or completing
the questions in your exercise book.
https://whiterosemaths.com/homelearning/year-3/
Remember to self-mark your work afterwards and unpick any questions
that your answer was incorrect for, working out where you made the
mistake. You could try your working out again or use the inverse to help
you. For more maths learning, try the BBC Bitesize linked activities. https://www.bbc.co.uk/bitesize/dailylessons
Computing
Login to your Purple Mash account https://www.purplemash.com/login/
Click on
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Then scroll down and click on the Logonator icon.
You will continue to go on different missions to solve
challenges against an evil robot.
You should have completed challenges 4 and 5 last week.
This week, you need to complete challenges 6
and 7 by watching the videos and listening
carefully to the instructions.
If you are having trouble accessing Purple Mash, you can follow along
with the BBC Bitesize computing lessons https://www.bbc.co.uk/bitesize/dailylessons
Spanish
A few weeks ago we learn how to say “me gusta”. Gustar is a verb that
means to like. Here it is in its different forms.
Singular Plural
1st
person
Me gusta/me gustan – I
like
Nos gusta/nos gustan –
we like
2nd
person
Te gusta/te gustan – you
like
Os gusta/os gustan – you
like
3rd
person
Le gusta/le gustan –
he/she/you like
Les gusta/les gustan –
they/you like
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We will be mixing it with our learning on the school lessons last week.
Have a go at these two exercises!
Ejercicio 1
Put the correct part of the verb in the gaps
1. Me______________ el ingles
2. Os_______________ las matemáticas
3. Le _______________ estudiar
4. Les ______________ el dibujo y la historia
5. Nos _____________ el francés y el español
6. Te ______________ la geografía
7. Le ______________ las ciencias
8. Os ______________ la música y la tecnología
Ejercicio 2
Translate the following into Spanish
1. I like history and geography
2. You (singular) like Spanish
3. They like art, music and biology
4. We like maths
5. You (singular) like technology
6. You (plural) like science
7. He likes computing and French
8. You (plural) like history, art and science
This week Mrs Fallows had a meeting with
some other Spanish teachers and fell in LOVE
with these videos made by one of her friends.
Mrs Fallows’ friend reads children’s books in
English and Spanish and it is really fun to
listen to (as you already know the stories)
Please have a watch of one of the many
videos she had posted and let Mrs Fallows know what you think! Mrs
Fallows says “Me gusta!”
https://www.youtube.com/playlist?list=PL6CpOjqB1xEv8n4_z2CD3LV1X-tAeHRhr
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Tuesday 7th July
Literacy
Today we are going to focus on using similes as a poetic device!
A simile is a device that compares two things in your poem using the
words ‘like’ or ‘as’.
For example.
As brave as lions.
Red like a rose.
Funny as a monkey.
Dry as a bone.
Can you spot any similes in this poem? Circle or write down any that you
see…
Today you will choose an animal found in the ocean and write a verse of
a poem using similes. This should reveal what animal it is to the reader
from your writing, not naming this.
Here is an example written by children which include similes:
A small pink nose as soft as a rose,
A pair of beady eyes as black as the night.
Two tiny ears like shells listening on the beach,
A long brown tail as twisty as a willow tree branch.
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E4E: Illustrate your verse, maybe using a flap to cover your animal so
that the reader and discover this at the end.
Maths
Before you start today’s activity, which of these
two numbers add together to make 899? What
about 921? Using subtraction, can you make 102?
E4E: Make 484 using a mixture of addition and
subtraction. Hint, only three numbers were used.
Compare Mass
The White Rose website will show you a video about this learning and then
you can complete the worksheet, either printing this out or completing the
questions in your exercise book.
https://whiterosemaths.com/homelearning/year-3/
Remember to self-mark your work afterwards and unpick any questions that
your answer was incorrect for, working out where you made the mistake.
You could try your working out again or use the inverse to help you. For
more maths learning, try the BBC Bitesize linked activities. https://www.bbc.co.uk/bitesize/dailylessons
Topic (Geography)
Skill: Human and Physical Geography
Focus question to investigate as a geographer: Can you describe the human
and physical features of a locality?
Last week, you began to create your own instructions
manual that will help an explorer find the stone of
immortality in a location you had chosen.
You should have:
- Researched the human and physical
features of that location
- Made notes about the obstacles might face
there
- Created a front cover
- Created a map to show all the obstacles on
the second page inside your booklet.
462 382
437 539
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Today, you are going to complete the rest of your instructions manual.
On the third page of your manual, make a list of all the items they might
need, thinking about which location they are exploring and what obstacles
you know they will face. You could also draw pictures to show the items.
For example: Will they need:
matches to build a fire,
a fur coat to keep them warm,
a blade to cut back overgrown jungle branches
Now, you need to give very clear and concise instructions on how to get
from the starting point on your map to the stone of immortality! Remember
to warn them about the obstacles and tips on how
they can solve those challenges.
You can write these sentences as numbers, bullet points
or short paragraphs.
When you are writing instructions, you need to use the following writing
skills:
- time connectives
For example: after a while, soon, afterwards, meanwhile,
lastly, next, then, eventually
- imperative (bossy) verbs
For example: place, cut, take, hold, climb, jump
Also, don’t forget to add top tips!
For example: If you see the one eyed snake, run for your life!
Think about adding an inspirational quote for your explorer guide at the
end of your instructions.
For example: YOU CAN DO IT!
FIND THE STONE AND NEVER DIE!
Let's add a blurb at the back of your manual.....what do you think should
be included here?
What would inspire people to pick up your explorer manual instead of
someone else's?
Last of all, add your contents page which is the
second page of your booklet.
For example:
Map…………page 3
List of items to take………page 4
E4E: Share your instruction manual with someone at home. Does it make sense? Have you given clear instructions? Is there anything you could include to make it
even better?
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Wednesday 8th July
Literacy
Practise this week’s spellings again. Could you try a different strategy to
remember them? If you are ready, ask a member of your family to check
you know them. answer length interest suppose important
E4E: Create a word web for one of these words.
Today we are going to focus on the poetic device, PERSONIFICATION!
Personification is a device that describes objects or animals as if they are
acting like humans!
Examples of this skill:
The angry clouds marched across the sky.
The tulips nodded their heads in the breeze.
Obviously, clouds don’t march and tulips don’t have heads which nod!
But, describing them this way paints a picture in the reader’s mind which
helps with the imagery and gives life to the words!
Here is a reminder and more examples of personification:
https://www.youtube.com/watch?v=VqBZMR83wCg
E4E: Make a poster to explain this poetic device.
Here is a poem to read and think, how does the author make Spring come
alive like a human?
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Write at least 3 lines using personification about these objects below, or
choose objects of your choice.
star book seaweed car
E4E: What objects would you find in the
ocean? Name these (the nouns).
Write a verse about these for a sea themed
poem.
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Maths
Before you start today’s activity, try these missing number problems. You
could solve these mentally using your maths knowledge or maybe the
inverse would help you.
9 x ____ = 72 ____ x 8 = 96 132 ÷ ____ = 11
Add and Subtract Mass
The White Rose website will show you a video about this learning and
then you can complete the worksheet, either printing this out or completing
the questions in your exercise book.
https://whiterosemaths.com/homelearning/year-3/
Remember to self-mark your work afterwards and unpick any questions
that your answer was incorrect for, working out where you made the
mistake. You could try your working out again or use the inverse to help
you. For more maths learning, try the BBC Bitesize linked activities. https://www.bbc.co.uk/bitesize/dailylessons
Science
Revisit - Sound facts: True or False?
Sounds are caused by vibrations.
Longer bars on a xylophone will create higher sounds.
You can make a louder sound on a guitar by plucking the strings harder to make bigger vibrations.
The answers are at the end of the lesson for you to SM.
Continuing to learn about Physics, we are going to be thinking about
Electricity today.
Can you think of any questions you would like to find out about
electricity? You could research these after the lesson.
When we refer to electricity, what we usually mean is electric current,
which is the flow of electric charge. You could watch the video link to
explain this too https://www.bbc.co.uk/bitesize/topics/z2882hv/articles/zcwnv9q
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Electricity occurs naturally. Some examples include:
Electricity powers many of the things we use every day - televisions,
phones, computers, lights and microwaves. Electricity occurs naturally,
such as in lightning, or even in your body to send messages from your
brain to your organs!
Over time, scientists worked out how to use electricity to make things
work. They also discovered ways to generate, or make, electricity. This
meant that electricity was more readily available and things could be
powered more easily. This sort of electricity is known as current electricity.
Current electricity is a flow of electrical charge through a material. Often it
flows through wires to travel from a power source to an appliance.
There are two types of electrical current that we use to power appliances:
Name 5 things that are powered by the mains electricity (AC) and then 5
things that are powered by batteries (DC).
Think - Where does electricity come from? Can you name any primary
sources of electricity?
Don’t sneak a peek at the next page yet.
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Here are five primary sources of electricity. Can you match the images of
the primary energy sources with their names?
If you are not sure, research this.
These all generate electricity to power our appliances. Some of these are
renewable sources – this means they will never run out, so we can use
them to generate electricity for ever. However, some methods are non-renewable. This means that they will run out, and when they do we will
not be able to use them to generate electricity.
Write whether you think the primary sources are renewable or non-
renewable near the picture above.
Here is a video about how electricity is made: https://www.bbc.co.uk/teach/class-clips-
video/primary-science-how-is-electricity-made/zfhfgwx
E4E: Reflect on this - What would life be like without electricity?
Look around you. Think about things would be different.
• What would your classroom be like? How would you learn?
• What would your home be like?
• How would people stay in touch?
•
Draw a picture to show the way you imagine we would live without
electricity. Does this have any benefits?
Why not have an electricity-free evening or day and explore alternative
ways to light a room, cook food or entertain yourselves?
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E4E - Research: There are many famous scientists linked to electricity, like
Thomas Edison and Nikola Tesla. Research a scientist to share on the
Chatter.
Investigation – Electric Cornstarch
You will need some equipment for this
experiment (detailed in the method below). If
you can watch the video, it clearly shows
how this experiment works:
https://www.stevespanglerscience.com/lab/experiments/electric-cornstarch/
1. Pour 1/4 cup of cornstarch into a mixing bowl. 2. Add 1/4 cup of vegetable oil into the mixing bowl. Stir the mixture until it thickens. 3. Blow up a balloon and tie it off.
4. Statically charge the balloon using your hair, shirt, or rug (we prefer hair). 5. Place the charged balloon close to the spoonful of the cornstarch mixture. Once you witness
the cornstarch jump towards the balloon, slowly move the balloon away. Repeat that as many times as you want!
How does this work? This is explained on the website but it would be
good to share your thinking first before reading this.
Answers to the revisit – Sound facts: True or False?
Sounds are caused by vibrations. True
Longer bars on a xylophone will create higher sounds. False
You can make a louder sound on a guitar by plucking the strings harder
to make bigger vibrations. True
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Thursday 9th July
Literacy
Today we are going to focus on a poetic device called ONOMATOPOEIA!
Say it like this…
“ON-O-MA-TO-PEE-A”
Onomatopoeia is one way a poet can create sounds in a poem.
An onomatopoeia is a word that actually looks like the sound it makes,
and we can almost hear those sounds as we read.
Here are some words that are used as examples of onomatopoeia:
slam, splash, bam, babble, warble, gurgle, mumble, and belch.
Here are some examples of what this means: https://www.youtube.com/watch?v=f1b5kCvVBo8
The word SPLASH sounds like splashing water
when you say it.
HOWL sounds like the noise it makes when a
dog hooooowwwwwlllllllllllssssss.
You can use this as a poetic device to create
wonderful sounds in your poems. This all adds
to the imagery.
Look at these three pictures write all the sound words that you would be
able to hear if you could listen to the picture! What words look like the
sound they make? This means they are using onomatopoeia!
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Now that you have come up with some words for each picture, write
some sentences for each picture describing the sounds using
onomatopoeia.
E.G The leaves and twigs CRUNCHED on the forest floor as the deer
ambled through.
Maths
Before you start today’s activity, here is a maths problem to solve.
Hiro the ninja is trying to solve an ancient puzzle. He needs to join all of
the triangles together, but each pair of numbers that touch need to round
to the same 100.
Measure Capacity
The White Rose website will show you a video about this learning and
then you can complete the worksheet, either printing this out or completing
the questions in your exercise book.
https://whiterosemaths.com/homelearning/year-3/
Remember to self-mark your work afterwards and unpick any questions
that your answer was incorrect for, working out where you made the
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mistake. You could try your working out again or use the inverse to help
you. For more maths learning, try the BBC Bitesize linked activities. https://www.bbc.co.uk/bitesize/dailylessons
Art (from Kat)
This week we are going to draw the moment the explorer finds the Stone
of mortality! We are going to do it in the of Roy Lichtenstein, a pop artist
whose work looks like a comic made out of dots, stripes and fat lines!
What you need to do:
1. Where is your character finding the
stone?
What does your stone look like?
What does your character look like?
2. Sketch out the simple shapes in
Lichtenstein’s style to create your image.
Lots of his work goes right up to the
edge of the paper!
3. Go over the lines with a black pen or
pencil and fill the sections in using dots
lines and some areas block colour!
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Music
This week we are going to revisit some body percussion with Filipe from
Tower Hamlets Arts and Music Education Service! He is going to show
you a body percussion warm up and teach you a song which you can
adapt yourself!
Have a look at this body percussion performance from the hit music
STOMP!
https://www.youtube.com/watch?v=l0XdDKwFe3k
Follow along with Filipe for the lesson and if you enjoy the lesson why
don’t you make up your own body percussion beat and show it to your
family?
https://www.youtube.com/watch?v=jsXAVyJa-6g
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Friday 10th July
Literacy
This is a poem about the sea that another child has written:
What do you like? What poetic devices
have they used?
Any of the devices we have focused on
this week?
Today you will write your own sea
poem. There are a couple more sea
themed poem examples to read and
magpie language or inspiration from.
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Remember, there is no right way to write a poem – let your mind and
pencil be free! It would be good to remember to:
• Write in verses
• Use our focus poetic devices – similes, personification and
onomatopoeia.
• Use rich vocabulary choices
Top tip: Read your writing aloud and edit this based on how it sounds.
Think, does it have a rhythm as you read it?
E4E: Publish this on paper or on the computer. Then, perform your poem
for your family!
We would love to see some of your poetry writing – send it to the
[email protected] email address.
Now you can listen to Mr Mortimer reading the
penultimate instalment of Charlie Small and the
Gorilla City!
Head to the Year 3 Chisenhale Chatter on the
School website to watch!
Maths
The battle in on – Mint V Lavender!! It will only last for
1 hour, between 11am and midday so make sure you play
for your class and be Times Tables winners
Maths Challenge of the Week - This will be on the White Rose website.
https://whiterosemaths.com/homelearning/year-3/
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RE
Today we will learn and compare different
religions view of marriage. There are lots of
questions to think about during this.
Christian ideas of marriage:
Watch this clip highlighting key
moments of a Christian wedding. http://request.org.uk/life/rites-of-passage/marriage/
Read some of the vows; for example, ‘For better, for worse, for richer, for poorer’. Vows can be found at www.churchofengland.org/prayer-
worship/worship/texts/pastoral/marriage/marriage.aspx What does this say about
a Christian’s commitment in marriage?
Think about promises. Can you think of any you have made? How
do you know someone will keep them? Think about the word ‘vow’;
vows such as ‘Cross my heart…’. Vows are promises people make
and they can be religious or not. So Christians are making
promises to each other when they get married.
Jewish ideas of marriage:
Look at a Jewish Wedding Ceremony. They have “the ketubah,” a
wedding contract, and this formalises a promise. You could watch
this video that shows some of the key rituals Jewish people
perform at their weddings here: https://reformjudaism.org/practice/lifecycle-and-
rituals/weddings/12-rituals-you-may-see-jewish-wedding And look at the
information on Jewish way of life on marriage here:
www.reonline.org.uk/specials/jwol/
Think about the role that God is believed to play in the ceremony
and why this is seen as important. Is this the same for a
Christian marriage? Compare and contrast the exchanging of rings
and signing of contracts in a Christian wedding and a Jewish
wedding.
Hindu ideas of marriage:
Marriage is an important stage in life for Hindus. Have a look at
this video https://www.youtube.com/watch?v=rCCugw87Xfo What are the ‘seven
steps’ of a traditional Hindu wedding? There are several versions
of these seven steps available on the internet so you could do
your own research and have a look at each of them. Do you agree
with these promises? Would you include anymore?
Non-religious people:
Why do people marry in a place of worship? Is there an alternative
for non-religious people? Lots of people choose to marry ‘without
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god’ to make promises in front of friends and their families but
without any religious significance. Is it a good idea that people
can do this? Why? Why not?
E4E: Some people say being married is great but can be hard sometimes.
What might Non-religious people or Christians or Hindus or Jewish
people do when marriage is challenging?
PE
We have covered many disciplines in athletics this term so this week we
will be revisiting our dance topic from earlier this year and using it for
some aerobic exercise!
We are going to use Zumba Kids to select a dance to give
your self an aerobic work out!
https://app.gonoodle.com/channels/zumba-kids
Aerobic exercise is movement that gets your blood pumping faster
around your whole body. It makes your heart beat faster. It also makes
your lungs take in more oxygen!
Choose from some of the different dances to workout to…
