Year 3 remote learning

Week commencing 27.04.20

Dear Year 3

We hope that you enjoyed the new pack last week. As you can see we have

included our window view paintings. Can you guess which view belongs to

which teacher? There are some clues if you look.

It was really lovely to see your work on J2Write and for us to add our comments.

We have certainly enjoyed your stories. If you haven’t uploaded yours yet,

please do so. This week we are looking forward to reading your poems. We

wonder where you will set yours?

Remember to keep reading and practising your times tables daily and there is

new work set each day on Mathletics. It is really important that you all do your

best to complete the work in this pack, as each week we will continue with the

topics and projects.

The Year 3 Team

Writing

Here are your English activities for the week.

This week, we will continue to be looking at poetry. Please read Dog in the

playground again (out loud!) and, if you can, watch

https://clpe.org.uk/poetryline/poems/dog-playground

Also read the attached poem, Thinker’s Rap by Eloise Greenfield. Then discuss with

someone at home what is the same and what is different to Dog in the playground.

You can also find it here : https://clpe.org.uk/poetryline/poems/thinkers-rap

Your task is to write your own version of ‘The Dog in the playground’. Think about

what animal you could change the dog to and where your poem could be set. It

should be somewhere where you wouldn’t expect that specific animal such as a cat

in the classroom, a rat in the kitchen or a goldfish in the pool. Whilst writing your

poem also consider rhythm, pace and people’s reactions to your animal. Take a

look at the example ‘ Rat in the kitchen’ in the resource pack attached for guidance.

Try to include rhyming pairs (couplets) in your poem e.g:

Dog in the playground:

Oh, no he don’t.

He’ll come with me,

You see if he won’t.

Upload your innovated poem onto J2Write.

Grammar

Syllables

A syllable is a single, unbroken sound of a spoken (or written) word. They can

be clapped out and are often known as the ‘beats’ of spoken language.

For example, ‘playground’ can be broken down into two syllables: ‘play’ and

‘ground.’

Independently or with a member of your household, play the categories game.

Decide on a general category e.g food. Then roll a die (you can use this online

one if you don’t have dice at home)

https://www.online-stopwatch.com/chance-games/roll-a-dice/

Take turns thinking of words in that category with that number of syllables. N.B

It might be best limit the number of syllables to four as it can get quite tricky!

You may want to record your words in a table like this:

No of syllables

1 2 3 4

Food egg

Speaking and listening

Watch this Gonoodle video about syllables- see if you can clap out the syllables

https://www.youtube.com/watch?v=psUPYR235O8

Clap out the syllables to ‘The Dog in the Playground’. What do you notice? Has the

author used words with a certain amount of syllables in specific places? Pick a

poem using CLPE or poetryline. Try and clap out the syllables for each line. Is there

a pattern? Why do you think this is? What link do you notice between the number of

syllables in words and whether or not they rhyme?

Challenge: You might want to follow this up by looking at haikus. A haiku is a

Japanese poem that has 3 lines consisting of 17 syllables altogether. It is usually

written about nature and follows this format:

Line 1 - 5 syllables

Line 2 - 7 syllables

Line 3 - 5 syllables

Spring brings daffodils, Bright yellow, swaying, flowers, Blossoms that dance by. Now have a go at writing your own Spring inspired haiku.

Spelling

This week we would like you to investigate what happens to verbs ( a word that

describes an action) when one of the above prefixes (at the beginning of a

word) is added to them.

How does it change the meaning of the verb?

unhappy, untidy, unwell, deform, decode, deflate, dislike, disappear, disobey, recycle, rewrite, refill, predict, previous, prefix

Task 1: Sort these words into the webs (attached in the resource pack)

depending on their prefixes. See the example above. Then add any other words you can think of.

Task 2: Practise your spellings, put the spelling words (in bold) into a range of

sentences. Then, create a wordsearch or even a crossword. There is a blank

grid for you to use in the resource pack attached.

Finally, ask a member of your household to test you on your spellings when you

have learnt them.

Reading

Complete the First News comprehension in the pack. If you can, discuss the news

stories with someone else at home. Complete the news puzzle as well.

Choose at least two of the ‘Four stories’ from the pack. Throughout the week, read

them and respond to the questions.

Answers will be uploaded at the end of the week. Make sure you are reading every

day, either independently or with a member of your household. You can read in your

head, out loud, or even over a video call!

See the Picture News section on the school website for further weekly reading

activities.

Remember you should be reading every day either to a member of your household

or to yourself.

Prefixes:

un,de,dis,pre

Maths Teaching

This week we will continue our revision of place value, focusing on finding

10 more / 10 less and 100 more / 100 less.

You can use the place value chart from last week to help you find 10

more / 10 less or 100 more / 100 less by changing the digit in the correct

place value column. Use a die to create your own 3 digit numbers to

practise with.

For example, we begin with the number 362:

10 more would be:

100 less would be:

hundreds tens ones

3 6 2

hundreds tens ones

3 7 2

hundreds tens ones

2 6 2

Practise questions

Use your knowledge of place value to complete these questions.

Square dienes = 100 and straights = 10.

Green counters = 100, yellow = 10 and red = 1.

Websites

Teaching videos

Online practise/games

BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zsjqtfr/articles/z9w3g82 Online practise/games Game: https://www.topmarks.co.uk/Flash.aspx?a=activity03 Extra challenge: https://nrich.maths.org/7228&part= print out in pack

Application

Practical maths

Using one piece of A4 paper make the longest paper chain

you can. Measure it and put your answer onto J2Write.

We will also see how long we can make one. Who will make

the longest in year 3?

We will let you know in this section of the pack in the next

two weeks.

Further revision

If you would like to revise another area of maths in addition

to the work set this week then have a look at the lessons on

fractions.

https://www.thenational.academy/year-3/maths/to-

describe-the-part-whole-relationship-year-3-wk1-1/

https://www.thenational.academy/year-3/maths/to-

recognise-parts-that-are-equal-and-parts-that-are-

unequal-year-3-wk1-2/

https://www.thenational.academy/year-3/maths/to-

recognise-identify-and-describe-unit-fractions-year-3-wk1-

3/

https://www.thenational.academy/year-3/maths/to-find-

unit-fractions-of-a-given-quantity-year-3-wk1-4/

https://www.thenational.academy/year-3/maths/to-

describe-unit-and-non-unit-fractions-year-3-wk1-5/

Explain how you know,

justify your reasoning.

Use the sentence stems

below to support your

answer.

I know this because..

I used the fact..

I started by….

Geography

Your project for London and land use over time should now include a

front cover and a completed map of the United Kingdom.

This week, your task is to identify key physical and human

geographical features of London.

Human geography looks at where people settle (live and work) and where

they trade (the buying and selling of goods).

Physical Geography looks at the landscape. For example, hills, mountains,

rivers, vegetation, weather and the seasons.

Task:

To research London and its key history. Remember London dates back to

Roman times and its history is linked the River Thames.

Using the information pack attached and the website links, find out why so

many people have settled in London over time.

Through your research consider the importance of the River Thames. This

is a natural resource and a key part of its physical geography.

Find out the role the river has had in creating jobs over time. Why was

there so much industry around the River in London and finally consider why

the buildings along the river are often so impressive. You may wish to

research one building that you find particularly interesting, for example; The

Houses of Parliament, The Tower of London, Tower Bridge, The Shard or

Buckingham Palace.

Word Bank: London and land use over time

map, atlas, London, landmark, capital city, borough, local area, location,

direction, compass points (north, south, east, west), human geography,

physical geography

Science

For our final piece of work on magnets and forces please undertake at

least one of these investigations and watch these learning clips from the

BBC .

https://www.bbc.co.uk/bitesize/topics/zyttyrd

Go on a magnetic material hunt. Using a fridge magnet (if you have one

available), go around your house, get up close to different objects and

test if they are magnetic. If the fridge magnet sticks to something (or

something sticks to your fridge magnet) it must be made of a magnetic

material. How many items that are magnetic can you find on your

magnetic material hunt at home?

If you find some magnetic materials on your hunt, why not make a

magnet maze game. Instructions: https://www.science-sparks.com/mini-

magnet-maze/ or https://www.science-sparks.com/lego-magnet-maze/

Did you know that compasses work because of magnetism? Make your

own compass using simple household materials to find true North in your

home. Instructions: https://nationalmaglab.org/education/magnet-

academy/try-at-home/make-a-compass

● Explore how magnets work at a distance e.g. through the table, in water,

jumping paper clips up off the table.

● The strongest parts of a magnet are the poles. Magnets have two poles -

a north pole and a south pole. If two like poles come together they will

push away from each other and repel, whereas if two unlike poles come

together they will pull together and attract. Research the way that

magnets behave in relation to each other. Draw a diagram to show like

poles repel and unlike poles attract.

Art and Design

This week we are continuing our art and design project. You should now

have drawn a view from your window or a local street view. In preparation

for next week’s task continue to collect any boxes for example egg boxes,

cereal packets, cardboard or bits of firm plastic in preparation for your

model.

The inspiration for this week’s task comes from Stephen Wiltshire, he

draws cityscapes from memory in extraordinary detail, often having only

observed a view for a very short period of time.

Looking at his pictures of London’s landmarks can you see how he used

tone, light and shade to make his work seem realistic? He uses lines, cross

hatching and proportion of image to great effect.

Art and Design continued

Task:

Using Stephen Wiltshire’s work as inspiration create a drawing of a local

landmark using pencil to add details and shading.

You could draw Alexandra Palace, the Emirates or Tottenham stadium, Bruce

Castle, Turnpike Lane tube station or even the view from the top of Alexandra

Palace if you are looking to challenge yourself.

Remember to work softly with your pencil, using a range of gentle line strokes to

create interest.

The images attached can be used to support your drawing.

The year 3 team will create their own drawings too.

Vocabulary: drawing portrait landscape perspective composition lines shapes tone colour dark light shade cross hatching hatching focal point proportion symmetry

Keeping active

As part of your daily exercise, we encourage you to take part in the Body

Coach PE lesson at 9am each day on Body Coach

TV: https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ

It is also available later on in the day for you to do. It is a great family

exercise that requires no equipment and will get everyone moving!

You may also wish to try these 60 second challenges from the Youth Sport

Trust: https://www.youthsporttrust.org/60-second-physical-activity-

challenges

Fancy a dance? Oti Mabuse from Strictly Come Dancing has lots of fun

dance lessons to try on her YouTube

channel: https://www.youtube.com/channel/UC58aowNEXHHnflR_5YTtP4g

Try to make sure you are also getting some time outside in the fresh air each day.

Interesting things to watch/listen to

A Harry Potter learning web hub which includes a free audio version of Harry

Potter and the Philosopher’s Stone as well as quizzes and games

https://www.wizardingworld.com/collections/harry-potter-at-home

Dyson has launched engineering challenges for children to do at home

https://www.jamesdysonfoundation.co.uk/resources/challenge-cards.html

David Walliams is releasing a story a day from his 'World's Worst Children' book

series

https://www.worldofdavidwalliams.com/elevenses/

Tata story time

https://www.youtube.com/watch?v=zHGWK2N-Paw

Lego has set up a building challenge.

https://www.legoland.com/llcbuildingchallenge/

Wellbeing:

During this time, it is very important that we look after ourselves and those

around us. We would like you to complete a positive wellbeing challenge

each week. You could even ask your adults at home to share photos of

your wellbeing challenges with the school.

Listen to your favourite happy songs and dance around the room to

release endorphins and lift your mood. You could create a playlist to share

with your family and friends and encourage them to do the same.

Dog in the playground

Dog in the playground: Oh, no he don’t. He’ll come with me, You see if he won’t.

The word gets round; The crowd gets bigger. His name’s Bob. It ain’t – it’s Trigger.

They call him Archie! They call him Frank! Lives by the Fish Shop! Lives up the Bank! Who told you that? Pipe down! Shut up! I know that dog Since he was a pup.

Dog in the playground: We’ll catch him, Miss. Leave it to us. Just watch this!

Dog in the playground What a to-do! Thirty-five children, Caretaker too, Chasing the dog, Chasing each other. I know that dog – He’s our dog’s brother!

We’ve cornered him now; He can’t get away. Told you we’d catch him, Robert and – Hey! Don’t open that door – Oh, Glenis, you fool! Look, Miss, what’s happened: Dog in the school.

Dog in the classroom, Dog in the hall, Dog in the toilets – He’s paying a call! Forty-six children, Caretaker too, Headmaster, three teachers, Hullabaloo!

Lost him! Can’t find him! He’s vanished! And then: Look, Miss, he’s back In the playground again.

Shouting and shoving – I’ll give you what for!- Sixty-five children Head for the door.

Dog in the playground, Smile on his face, Tail in the air, Winning the race.

Dog in his element Off at a jog, Out of the gates: Wish I was a dog.

Dog in the playground: Couldn’t he run?

Dog in the playground ... Gone!

Thinker’s rap

Walking out the school door,

didn't come to stay,

didn't mean to talk, but

did it anyway.

My friend Jace, beside me,

walking to my beat,

children, pets and grown-ups,

filling up the street.

Stopping all the traffic,

going down the hill,

nothing else is moving,

everything is still.

Mum and Dad and Kimmy

giving us a cheer,

standing on the front step,

watching as we near.

Going in the house now,

going to close the door.

Got to say goodbye now,

please don't ask for more.

Going in the house now,

my good friend and I,

got to say goodbye now.

Goodbye, goodbye, goodbye.

GOODBYE!

Rat in the kitchen

Rat in the kitchen: Aahhhh! Shew shew! Get it out of here, Kill it if you have to! They’re at it again! Mum and Dad sigh, His name’s Max, It ain’t-it’s Guy. They call him Jake! They call him Rob! Lives in the sewer! Lives under the bog! How do you know? You’re wrong! Stop that! I’ve seen him before Being chased by the cat. Rat in the kitchen, Leave it to me; Hand me a broom, Then wait and see! Rat in the kitchen: What a nightmare! Chewing and nibbling At anything that’s there. Pots and pans spilling Everywhere. Whack! Whack! There goes the broom; Oh look! It’s on its back! Rat in the kitchen, Someone set up a trap! Where is it? Gone…out through the cat flap!

de pre

un

dis

Wordsearch grid

Maths challenge

Sitting Round the Party Tables Age 5 to 11

So, you are at the party and sitting around the table with seven friends.

At the top left-hand corner is the friend who is giving the party. She or he has a bag of sweets and starts giving them out in a clockwise direction: one for themselves, two for the next person and three for the next and so on.

There are other similar parties going on at the same time. They have bigger square tables with more children sitting round on each side. Explore and compare all the tables: 2 on each side, 3 on each side, 4 on each side and 5 on each side. You could look at: the total number of sweets that children sitting opposite each other have; the total number of sweets needed for each size of the table; the total number of sweets belonging to children who are diagonally opposite. Then, what about five- and six-sided tables?

Geography

https://www.bbc.co.uk/bitesize/topics/zx72pv4

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1-ks2-transport-travel-and-landmarks-of-london/zhttscw

https://www.museumoflondon.org.uk/museum-london-docklands/permanent-galleries/city-and-river

https://www.londoncitybreak.com/history

https://www.thamesleisure.co.uk/history-of-the-river-thames/

Search Engines designed for children

https://swiggle.org.uk/

https://www.kiddle.co/

https://www.kidtopia.info/

Stephen Wiltshire’s art

inspiration

Local landmarks to support your art

Alexandra Palace

Bruce Castle

Crouch End

Emirates Stadium Tottenham Stadium

Turnpike Lane Underground Station