Friday 3rd July 2020

Happy Friday everyone, we hope you’re all well. It has been so, so wonderful to see so many of your lovely faces this week. We can’t believe how much we’ve laughed and how much you’ve grown! We are so proud of you all and the soon-to-be Year 4s that you’ve become.

We can’t quite believe it but here is your penultimate Home Learning blog before the summer…

 

WELL BEING: Mind Yeti. Google Mind yeti and follow the videos.

It’s been a hot week and you’ve had a busy few weeks with all your fantastic home learning. Take some time for you. You can do this alone or with members of your family – even with your friends over face-time or zoom.

The mind yeti videos are all about mindfulness. Many of you may have lots of things going round in your heads, maybe lots of thoughts about school next year and how it will be, who your new teacher will be etc. Maybe things are starting to change again at home with parents returning to work. Maybe you are struggling to get to sleep at night because of the heat – watch the videos and try and do at least 10 minutes of Mind Yeti every day.

Topic:  Chinese cuisine.

Have you ever eaten Chinese food? What’s your favourite?

Research Chinese cuisine (there is a PowerPoint to help you). Record any interesting information you find and then complete the activity below.

Chinese Food

Food Worksheet

Fancy making Chinese food at home? Here’s a link to 10 family friendly recipes to try:

https://www.thespruceeats.com/chinese-food-recipes-for-kids-2097961

 

SPAG:    Spelling- Your turn to be the teacher!

 

The following sentences have spelling errors. They will be found in spellings words we have covered this year. Can you proof read the sentence and correct the mistakes? Be careful as there may be more than one in each sentence.

 

1, The little girl skiped to school.

  1. The Cheshire cat smild at Alice with a wide grinn.
  2. I was unhapy when my football team lost there match.
  3. Their was just about enogh money in my purse to by the magazine.
  4. My freind doe’snt have a dog.
  5. The breaks on my bike weren’t working so I crashd into the pond.
  6. I wanted to where my spoty dress to the party.
  7. My sister was worryd that shed be late for school.
  8. My teacher thort I was being naughty but I was trying to be helpfull.
  9. Carlessly, I through away my train ticket.

 

Grammar:

  1. ROOT WORDS AND WORD FAMILIES.

Challenge: What does the root word mean? Can you think of other words that have it as a root word?

Challenge: Take the word believe as your root word. How many other words are in this family? E.g. believable, belief.

 

  1. VOWELS AND CONSONANTS:

What is a consonant? What is a vowel? Can you list them?

English:

 

Activity 1: Start or finish your dragon newspaper report from last week’s home learning. As said last week, this should have taken you quite a white as it is important to spend some quality time following the steps that we do in school when writing so that you produce the best piece of writing you can.

 

  1. Plan your writing
  2. Write your first draft
  3. Spend some time editing and improving – monkey ears, read it through with an adult, use a thesaurus to improve word choices, check all your sentences don’t start the same, check spelling and punctuation.
  4. Then publish – be proud of your hard work. There are many blank templates on line to help you present your work correctly. Here is a link to help https://www.twinkl.co.uk/resources/planning-writing-writing-composition-english-key-stage-1/writing-frames-and-templates/newspaper-templates

 

WHEN WRITING:

 

First, create a name for your newspaper and a headline for the article.

After that, write your newspaper article – remember to include:

  • Who, where, when and what, how! Go back to your research to find this information.
  • How people reacted and felt – this is a good time to use your speech.
  • What is going to happen next (be creative)
  • Conclude with somewhere that people can go / call / email for help, to give more information, for support.

 

SUPPORT: Use the example template for a similar news article that you can use a model to support you.

 

 

Challenge:

 

Vary your sentence structure: Can you use a fronted adverbial to show (e.g. Still shaking in fear, Mrs. Pike stated she was just so grateful that the children weren’t in school at the time of the attack.)  Word mat provided to remind you of the options. https://content.twinkl.co.uk/resource/f5/c4/t-l-4647–fronted-adverbials-ks2-word-mat-list-_ver_6.pdf?__token__=exp=1592815621~acl=%2Fresource%2Ff5%2Fc4%2Ft-l-4647–fronted-adverbials-ks2-word-mat-list-_ver_6.pdf%2A~hmac=60e431cd62337003b83721978d6b06603200626e08fd5407893a343bd8ff2054

 

Can you use a subordinate clause (Mrs. Atkins, a year 3 class teacher, was shocked by the damage caused.)

 

Activity 2: POETRY

Look at the following Bitezize videos about different types of poetry.

https://www.bbc.co.uk/bitesize/topics/z4mmn39

Choose a style of poetry and write your own poem about dragons (you can write more than one in a different style if you’d like to.)

Use the following to help:

– the dragon poems from guided reading last week

– the dragon word mats from your previous home learning.

– the new dragon vocabulary sheet linked to this weeks guided reading.

REMEMBER: Use high level, creative vocabulary.

 

Challenges: You don’t have to do all of these but they are features of poetry to consider when planning and writing your own.

Can you make it rhyme? (But it still make sense)

Can you use alliteration?

Can you use similes and metaphors?  (As, as or like – remember the song? https://www.youtube.com/watch?v=Hwq5ptwr_-4)

Can you use onomatopoeia?

If you’d prefer more guidance to create your own poems, follow this sequence of Oak Academy lessons…

https://classroom.thenational.academy/lessons/poetry-write-a-sound-poem

https://classroom.thenational.academy/lessons/read-the-example-and-identify-the-key-features-12d697

https://classroom.thenational.academy/lessons/key-feature-spag-focus-1d3400

https://classroom.thenational.academy/lessons/to-use-key-features-in-order-to-write-own-composition-b5be56

 

Guided reading

Use the picture – discuss and record your responses in any way you wish. There is no right or wrong – use inference and your imagination.

DRAGON guided reading

  • What can you see? What do you think is happening/has happened/will happen? What do you wonder?  Complete the See, think wonder resource sheet.
  • Who owns this boat? Where is it from? Where is it going? Who travels on this boat?
  • What can you see beneath the surface of the water?
  • What is the creature called? Describe the creature. Consider its eyes, mouth, legs, tail and other details.
  • What is the creature doing?
  • Why does it have the anchor chain in its mouth?
  • Has the creature been asked to pull the boat in this way? Is it under control or out of control?
  • Where is it taking the boat?
  • Why is it acting in this way?
  • Why are the fish swimming alongside the creature?
  • Who is in the hot air balloons?

 

CHALLENGE

Write a 100-word story about this picture. Try to include some of the words on the dragon vocabulary page.

 

 

Maths

Here are the next three Oak academy lessons to complete.

https://classroom.thenational.academy/lessons/to-describe-the-properties-of-3d-shapesMaths

https://classroom.thenational.academy/lessons/to-identify-and-describe-symmetry-in-2d-shapes

https://classroom.thenational.academy/lessons/to-revise-shapes

Challenge one-

https://nrich.maths.org/12673

Challenge two-

https://nrich.maths.org/7241

Challenge three-

Challenge four-

Science

Have a go at this End of Unit Assessment to see how much you’ve learned about Forces and Magnets. Ask a grown up or older sibling to mark it for you using the answers page. If there’s an area which you could improve upon, re-read the previous weeks lessons or do extra research on BBC Bitesize  https://www.bbc.co.uk/bitesize/topics/zyttyrd

End of Unit Assessment

 

Art from Mrs Pearson:

Art Challenge For Father Jeremy:

Father Jeremy has got a very special celebration coming up on 26th July this year. He will be celebrating 45 years since his ordination into the priesthood. I think this is a remarkable achievement and should be marked by your incredible artwork. Therefore, your Art challenge for the next fortnight is to produce a piece of art for Father Jeremy. This can take any form you like from street art, a drawing, collage or even some edible art! As well as being a priest, Father Jeremy has a wide range of interests including walking, reading and nature. So let your creative juices flow and come up with something spectacular…. I know you will!
As I have mentioned, this is a two-week challenge and I would ask that, as well as me displaying your art on the Blog, would you please keep hold of it (yes even sculptures you may make), so that I can collect it from you, when we are all back in school and put it in a book and then present in to Father Jeremy.
As always, you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!

Mrs Pearson

 

 

Music from Mrs Sumba

Over the past few weeks, you have listened to 10 pieces of music composed by Musical Trailblazers. Go to the website below and listen to them again.
https://www.bbc.co.uk/teach/ten-pieces/ten-pieces-trailblazers/zfpy7nb  

Which was your favourite and why?
Which was your least favourite and why?

 

Science from Miss Stapley

If your child has an allergy to eggs – please choose another exciting investigation from https://www.rigb.org/families/experimental

Bouncing Eggs

https://www.rigb.org/families/experimental/eggsperiments – watch the video

  • Make an uncooked egg bounce!
  • ExpeRiment with different liquids to see what effect they have on eggs.
  • Learn how the acid in household liquids like orange juice and vinegar react with eggshells and make them dissolve, leaving the inside of the egg intact.

https://www.rigb.org/docs/dissolving_eggs_infosheet_v2_0_1.pdf – download worksheet for instructions and questions to ask before and after the investigation.

You will need:

5 eggs • Glasses or jars that an egg can fit inside comfortably • Cling film • Oil • Milk • Water • Vinegar • Orange juice

Going further challenge:

  • You can use the shell-less eggs you make from this experiment to do another activity which will let you shrink and expand the eggs by placing them in different liquids: http://bit.ly/nakedeggs
  • Watch a video of how to make a coloured bouncy egg, then try making one yourself: http://bit.ly/RubberEgg

 

 

 

 

26th June 2020

Hello Happy Hippos and Lovely Lions,

We hope you are well! We are so looking forward to meeting up with you next week, we hope you are too.

Here is next weeks homelearning- enjoy!

Topic: 

Here are some fun facts about Chinas terracotta army-

https://www.childrensmuseum.org/blog/10-amazing-facts-about-the-terra-cotta-warriors

Have a look at the PowerPoint information on the terracotta army too-

 

Using this information you could make-

  • A quiz for your friends to answer about the army
  • A PowerPoint of the information you have found out
  • A story about the army using the facts you have learnt
  • An information booklet

 

Maths

Here are the next two oak lessons on 2D shapes.

https://classroom.thenational.academy/lessons/to-describe-2-d-shapes-based-on-their-properties

https://classroom.thenational.academy/lessons/to-draw-2-d-shapes-based-on-their-properties

 If you fancy a challenge…

Challenge 1-

 

Challenge 2-

Challenge 3-

https://nrich.maths.org/7192/note  you can use shapes from home, draw your own shapes or print off the sheet if you can to solve this problem.

 

SPAG:    Spelling-

We are going to recap the suffixes ‘s’ ‘es’ ‘ed’ ing’ ‘er’

Using the grid words how many different accurate words can you create using these suffixes? Remember some words will be used more than once.

Challenge- can you use these words in a sentence?

 

Grammar:

What is a consonant? What is a vowel?

https://www.bbc.co.uk/bitesize/topics/zxfyjty/articles/zs2crdm

 

CHALLENGE: Write as many prepositions that you can think of then choose 5 to write into descriptive sentences?

CHALLENGE: Can you explain how you know which one is correct and which ones are incorrect?

 

 

English

Activity 1: Headline vocabulary:

A headline should be short, snappy and give the reader an idea about what the story is about. It should also make them want to read on.

They try to use words that grab the reader’s attention. Complete the vocabulary task.

Activity 2: Create your own headlines!

Carefully read these short newspaper stories and create an interesting headline for each, which will grab the reader’s attention. Using a thesaurus (online if you don’t own one) would be an excellent way to help with interesting vocabulary choices.  CHALLENGE: Can you use alliteration?

  • Three children were walking across a field in Waterlooville when they discovered a hole. At the bottom of the hole was a chest filled with gold and silver. The children ran and told the police about their discovery.

 

  • Two days ago a kitten called Cookie, belonging to Mrs Edge, climbed a tree. It got stuck at the top and could not get down. A large crowd gathered. They could not help the cat. In the end they sent for the fire brigade. The firemen put a ladder up the tree and brought the frightened cat down.

 

  • Late last night, three men disguised wearing wigs and sunglasses stole over £1000 worth of goodies from a sweet shop. They smashed their way through the front door around midnight and filled sacks with delicious treats. It is hoped that they will be found and arrested soon.

 

  • Cunningham, a local headteacher, is celebrating his first prize win at a local gardening contest. His beautiful display of flowers beat many other contestants. Rumours have it that his own back garden looks better than the Queen’s! Photographs of his display can be seen on our website.

 

Activity 3: Now you’ve practiced lots of the features of an article, you are ready to report on the School dragon story. THIS WILL BE PART OF NEXT WEEK’S LEARNING TOO – it is important to spend some quality time following the steps that we do in school when writing so that you produce the best piece of writing you can.

 

  1. Plan your writing
  2. Write your first draft
  3. Spend some time editing and improving – monkey ears, read it through with an adult, use a thesaurus to improve word choices, check all your sentences don’t start the same, check spelling and punctuation.
  4. Then publish – be proud of your hard work. There are many blank templates on line to help you present your work correctly. Here is a link to help https://www.twinkl.co.uk/resources/planning-writing-writing-composition-english-key-stage-1/writing-frames-and-templates/newspaper-templates

 

WHEN WRITING:

First, create a name for your newspaper and a headline for the article.

After that, write your newspaper article – remember to include:

  • Who, where, when and what, how! Go back to your research to find this information.
  • How people reacted and felt – this is a good time to use your speech.
  • What is going to happen next (be creative)
  • Conclude with somewhere that people can go / call / email for help, to give more information, for support.

 

SUPPORT: Use the example template for a similar news article that you can use a model to support you.

 

Challenge: Vary your sentence structure: Can you use a fronted adverbial to show (e.g. Still shaking in fear, Mrs. Pike stated she was just so grateful that the children weren’t in school at the time of the attack.)  Word mat provided to remind you of the options. https://content.twinkl.co.uk/resource/f5/c4/t-l-4647–fronted-adverbials-ks2-word-mat-list-_ver_6.pdf?__token__=exp=1592815621~acl=%2Fresource%2Ff5%2Fc4%2Ft-l-4647–fronted-adverbials-ks2-word-mat-list-_ver_6.pdf%2A~hmac=60e431cd62337003b83721978d6b06603200626e08fd5407893a343bd8ff2054

 

Can you use a subordinate clause (Mrs. Atkins, a year 3 class teacher, was shocked by the damage cause.)

 

 

Guided reading:  Dragon poems.

Here are 4 short poems about dragons. Read them aloud, you could even perform them if you want to.

Poem 1: Ancient Dragons

 

Dragons, they say, lived long ago.

Where they came from, I do not know.

Some like to fly and roar and prance.

Others are colourful and love to dance.

Long tails,

Huge wings,

Golden eyes,

Sharp claws,

Scaly skin,

Forked tongue …

I’m glad they don’t live here any more.

 

 

Poem 2: Fly Dragon Fly

 

Fly, dragon, fly,

Higher and higher.

 

Breathe, dragon, breathe,

Flames of fire.

 

Blink, dragon, blink,

Your eyes of gold.

 

Sleep, dragon, sleep.

You are ever so old.

 

 

Poem 3: Friendly Dragons

 

Friendly dragons are fun,

Flying through the air.

If it wasn’t for their fiery breath

You’d hardly know they were there.

 

They like to make sandcastles,

And play football in the park,

And thanks to their fiery breath

You can find them in the dark!

 

 

 

Poem 4: My New Pet.

 

My new pet is a curious kind.

It popped out of an egg that I did find.

With beady eyes and curly claws

And razor sharp teeth filling its jaws.

Enormous wings like leathery sails,

Scaly armour right down to its tail,

Roaring and huffing and puffing out fire,

To eat you for dinner is all it desires.

It’s not a snake, or a lizard, or bat …

 

My pet is a DRAGON!

 

How about that?

 

 

 

Which one do you prefer and why?

Look at the styles, shape, rhyming patterns and rhythm when reading them. Make notes around the poems, draw pictures of what comes to mind (like a read aloud think aloud).

Hint: These might help you with your English next week.

 

 

Science 

Have you noticed that when you play with magnets, they don’t need to be touching to have an effect on a magnetic object? Using magnetic force to act on objects from a distance happens all the time at scrapyards. Watch this video here https://www.bbc.co.uk/bitesize/clips/zcntsbk .

Can you draw and label a scientific diagram, showing either the rotating magnet or the plate magnet and its use at the scrapyard? Here is an example of a different experiment, drawn as a scientific diagram. Notice how the drawings are simple and the illustrator has used a ruler.

Challenge – Explain the effect that electricity had on the plate magnet.

 

Music from Mrs Sumba

Hans Zimmer

Go to the website below and watch Naomi Wilkinson’s video about Hans Zimmer

https://www.bbc.co.uk/teach/ten-pieces/classical-music-hans-zimmer-earth/zh4k382

Why is Hans Zimmer considered a musical trail blazer?

Now listen to the whole piece in the second video.

Zimmer tells us to,

‘Do what you wanna do with it!’

How can you ‘play and get creative’ with this piece?

 

 

Science from Miss Stapley

Giant Bubbles https://www.rigb.org/families/experimental/giant-bubbles  – watch the video

  • Make a home-bubble mixture and wands. Use them to look more closely at the characteristics and behaviour of soap bubbles.
  • Experiment with different shapes and sizes of bubbles and see what you can and cannot control about bubbles. Learn how to make giant bubbles and find out why bubbles are usually round.
  • Learn how to make giant bubbles and find out why bubbles are usually round. https://www.rigb.org/docs/giantbubbles_infosheet_0_0.pdf – details on the information sheet.

You will need:

  • Good quality washing up liquid
  • Water
  • Glycerin (optional)
  • Plastic tub or other container for bubble mixture
  • Measuring jug (optional)
  • Various things with holes in them for blowing bubbles with. Watch the video for ideas. Straws, pipe cleaners, paperclips, coat hangers, cookie cutters and cake tins with removable bottoms are all particularly good.
  • For giant bubbles: wooden spoons (or other sticks), a couple of metres of string and a small weight you can thread through it, like a metal key ring or nut.

What to do:

A mixture we found that works is 1 litre of water, 100ml of washing up liquid and 30 ml (2 tablespoons) of glycerin. Blow some bubbles!

Put a straw into your bubble solution and try blowing gently into the liquid. You should be able to make a lot of bubbles very quickly. Then dip one end of a straw into the solution, take it out and blow gently through the other end. See if you can control the size of bubble you can blow out of the straw.

Try making bubbles using things with bigger holes, like a paperclip or pipe cleaner bent into a circle. Try poking a dry finger into a bubble, then try the same thing after dipping your finger in bubble solution.

Try making bubbles inside bubbles by poking a straw dipped in bubble solution into an existing bubble and blowing again.

Try out objects with different shaped holes, like cookie cutters or pipe cleaners bent into other shapes. Try objects with really big holes, like a coat hanger or a cake baking tin with its bottom removed. Try making giant bubbles with the special wand we show you how to make in the video.

Going Further:

  • You can experiment with your bubble mixture and giant bubble wand to see just how big you can get your bubbles to be. There are lots of different bubble mixture recipes on the internet, just search for “soap bubble recipe”.
  • You could try making two or three of them and comparing how good the bubbles they make are.

 

Re from Miss Honeywell

Our school patronal feast day takes place on Sunday 28th June. In order to prepare for this special time of the year, please choose ONE of the following activities in order to learn more about St. Peter…

 

  • Write a diary entry as St. Peter, when he escaped from prison. Describe how he felt when the Lord sent an angel to free him from the jail that Herod had cruelly locked him up in. How did they get out of the prison?

 

  • Jesus told Peter, ‘I will give you the keys to the Kingdom of Heaven’. Design the keys and include as many symbols as you can to represent St. Peter and why he was so special. What would the keys be made of?
  • Jesus said to Peter, ‘You are a rock, and on this rock I will build my church’. Could you paint or decorate a stone or pebble, to show ways in which to build God’s church? (e.g. by spreading love, faith and Good News).
  • Create a selection of short prayers to ask for God’s guidance during the global pandemic. How could we demonstrate the courage, faith and commitment that was demonstrated by St. Peter, as we work to support others?
  • Take a look at the St. Peter’s logo on our school website. Can you re-design the crest so it reflects the qualities of St. Peter? (e.g. trust,  hope, responsibility). Why did Jesus say ‘feed my lambs’? How might St. Peter ask us to continue God’s work on earth?
  • Use the internet to research St. Peter – can you make a fact file about our school saint? Which key words might you use as part of your factual information page? Were there any articles about St. Peter that particularly interested or surprised you?

 

 

Art from Mrs Pearson:

Art Challenge: The Great Getaway! TRANSPORT
The title for your art this week is The Great Getaway! TRANSPORT. This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity! Here are some ideas:

CHALLENGE: Design your own vehicle, maybe one that flies and can float on water!
However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too. Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson

 

 

 

Have another lovely week Year Three!

Art homelearning

Art Challenge Feast Days

We have two important Feast Days in our Church calendar for June. The 19th June is the Feast of the Sacred Heart and 29th June is the Feast Day of St Peter and St Paul.
For your art challenge this week I would you to do a creation linked to either of these Feast Days.
The Sacred Heart of Jesus is an object of devotion and always falls 19 days after Pentecost.
As you know, St Peter was given the ‘keys to heaven’ by Jesus and was our first Pope and in Matthew Ch16v18 Jesus said ‘And I tell you, you are Peter, and on this rock I will build my church.’ He is also the Patron St of fishermen. St Paul changed from not believing in Christianity to spreading the word through the letters that he wrote. Naturally, he is the Patron St of writers.
Ideas to inspire you:

 

Alternatively, you could do artwork to do with the Patron St that you have been linked to in school (England St George; Scotland St Andrew; Ireland St Patrick: Wales St David), or the Patron St of your home country.
However, if this doesn’t appeal to you, then you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk

19th June 2020

Hello Happy Hippos and Lovely Lions, 

 We hope you are loving all of the work we have set for you- who knew there were dragons around! 

Here is our learning for this week…

 

Topic: 

China is well known for origami, a skill taught in which paper is folded to make art work. Below is a link to make your very own origami fox!

https://www.easypeasyandfun.com/origami-fox/

Can you challenge yourself and make any other animals?

 

English:  Direct speech

Activity 1: Revision.

What can you remember about how to punctuate speech? Remember: Speech is what someone is saying. The attachment gives you lots of different activities around speech to help you revise how to correctly punctuate sentences where someone is speaking. Think hard about all the work we’ve already done in class but there’s also a handy parents guide for a grown up to help you if you get stuck.

Speech SPAG and sentences

Activity 2:

In newspapers, reporters often use direct speech in their stories.

When interviewed about the Dragon incident at school. The following staff members had the following to say:

Mrs Pike: I couldn’t believe what I saw. The classroom was a total mess and all the children’s work was destroyed. I’m so grateful we weren’t in class at the time.

Mr Cunningham: It’s a nightmare. There is a huge amount of damage which will cost so much money to repair.

Miss Shaw: The dragon was enormous. Smoke billowed from its nostrils and the screech that came from it was deafening. I was terrified.

Mr Chapman: Tiles were falling off the roof and parts of the classroom were still smouldering. I had to work quickly to make sure the site was safe before anyone got seriously hurt.

Rewrite these sentences using the correct speech punctuation – this will be for a newspaper so you need to add as much information for the reader as possible.

 

Remember:

-Use inverted commas around the words that person is saying.

-Who is speaking? How are they speaking? You are not allowed to use the word ‘said’. Can you add an adverb or further information to improve the sentence?

– You can split the speech in 2 sections.

– Can you improve the rest of the punctuation?

Challenge: Can you add a subordinate clause to give extra information?

There are many different ways to write speech sentences. Have a go at different ways to see what you prefer and what you think sounds best.

Here are some examples:

“I couldn’t believe what I saw! The classroom was a total mess and all the children’s work was destroyed. I’m so grateful we weren’t in class at the time!” exclaimed Mrs Pike despondently.

Mrs Pike, one of the year 3 teachers at St Peter’s Primary school, exclaimed “ I couldn’t believe what I saw! The classroom was a total mess and all the children’s work was destroyed. I’m so grateful we weren’t in class at the time!”

“I couldn’t believe what I saw!” exclaimed Mrs Pike as she struggled to fight back tears, “the classroom was a total mess and all the children’s work was destroyed. I’m so grateful we weren’t in class at the time.

Challenge: If you’d like to challenge yourself, please take a look at this PDF. It tells you all about direct speech and reported speech. See if you can rewrite any of your sentences from your work as reported speech instead.

 

Guided reading:

  1. Complete the comprehension task below. There are 3 levels so ensure you challenge yourself – ask a grown up to help you decide if you’re not sure.

Reading comrehension

2. Take some time to read a selection of newspapers and articles. Think about the way they are written, what they trying to tell you, how the journalist makes it interesting for the reader. The Newsround website is a great place to start. First News (the paper we have in school) is also offering free downloads of digital copies, available via their website with an email address.

  1. CHALLENGE: https://www.funenglishgames.com/writinggames/newspaper.html

 

 

Maths

Here are the next two Oaks Academy lessons to complete- here is a revision lesson on parallel and perpendicular lines from last week.

https://classroom.thenational.academy/lessons/to-revise-parallel-and-perpendicular-lines

Here is a lesson starting our new learning on 2d shapes-

https://classroom.thenational.academy/lessons/to-identify-rectangles-including-squares

If you fancy a challenge try these –

 https://nrich.maths.org/13125

https://nrich.maths.org/1142

 

 

SPAG- spelling 

young double touch
trouble country rough

This week we are focusing on the /u/ sound spelt ‘ou’. Look at the words above. ‘box up’ these words, for example-

 Challenge- can you now create a word search hiding these words?

 

 

Grammar:

  1. When do we add ‘a’ or ‘an’ before words? Write the rule down.

Challenge: Can you think of any exceptions?

  1. What is a prefix? Complete the following activity.

Challenge: Can you find the meaning of each prefix? Can you think of any other examples  – create a word web for each prefix.

  1. Use your English work to complete.

  1. Remember that an adverb adds to the verb.

Science

Have a watch of the following video https://www.bbc.co.uk/bitesize/clips/zk9rkqt . Feel free to explore other videos in the Magnets collection in addition to this one if you’re interested. If you have them, have a play with some magnets to see if you can get them to attract/repel each other. Or you could use toy trains like these.

Here’s an Activity Sheet to complete.

This website has a very good explanation and an interesting experiment to try too… https://nationalmaglab.org/education/magnet-academy/try-at-home/make-a-compass

 

Music from Mrs Sumba

Go to the website below and watch Naomi Wilkinson’s video about Grazyna Bacewicz.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-grazyna-bacewicz-overture/zf2k382

Why was Grazyna  Bacewicz considered a musical trail blazer?

Now listen to the whole piece in the second video. Can you hear the morse code pattern  v …-  for victory?

Why not try creating your own secretive rhythms

  1. This is top secret.

2. Don’t tell a soul.

 

 

Science from Miss Stapley

Balloon Car Racers https://www.rigb.org/families/experimental/balloon-car-racers  – to watch the video

The activity – Make cars which are propelled by balloon power.

ExpeRiment with designs and see what factors affect how fast or how far your car goes.

Learn how a balloon car works just like a rocket.

https://www.rigb.org/docs/ballooncarracers_infosheet_1_1.pdf  – to view the information sheet

What to do:

  • Make a balloon car based on the instructions Mark gives in the video.
  • Decide how you will judge what makes a ‘good’ car – is it how far it goes or how fast it goes?
  • Investigate what happens if you have bigger or smaller wheels (you can use other types of lids or make wheels from cardboard and use blu-tac or glue to attach them to the kebab skewers).
  • Investigate what happens if you change the design of your car in other ways – you can watch the video again for inspiration for other designs.

Going further challenge:

  • Measure how far your car travels using a tape measure.
  • Time how fast your car travels ½ a metre – would double the speed be the time that your car would travel 1 metre? Test it out.
  • You can find the speed of your car in metres per second using a stopclock and a tape measure: Measure the distance the car travels (in metres) then dividing that distance by the time it took to travel (in seconds).

 

History Learning: Windrush

June 22nd marks the anniversary of the arrival of the ‘Windrush Generation’ to Britain in 1948. Learn about the event by reading this comprehension text and then complete the Geography activity afterwards.

Windrush Geography Activity

Friday 12th June

Hello Year Three, we hope you are all well?

We won’t be posting any more baking photos or photos of Odi the dog, as we are all back in school teaching full time! Mrs Atkins and Miss Shaw are teaching pods of 15 in year R and Mrs Pike is teaching a key worker children pod. But we are enjoying hearing about all of your adventures on our phonecalls.

Here is your home learning for this week, we hope you are enjoying your new topic China-

Topic:  The Great Wall of China.

  1. Take a virtual walk along the Great Wall of China.

https://www.youtube.com/watch?v=Ly32xBm7CE8

  1. Can you create poster about The Great Wall of China? You can include any information but these questions may be a helpful starting point and there’s a website that may be useful too.
  • Who built it and when?
  • Why was it built?
  • The size of the wall – height and length?

https://www.activityvillage.co.uk/the-great-wall-of-china

  1. Great Wall of China lego activity.

Great wall of china lego

English:  BREAKING NEWS!  A DRAGON HAS BEEN SPOTTED OVER WATERLOOVILLE AND IT’S DAMAGED OUR SCHOOL!

 

Can you help us? Specialist believes it may be a similar species of dragon to the one that has been spotted recently in The USA. Watch the video clips to see for yourselves!

https://www.youtube.com/watch?v=ae1nMWcllQM

https://www.youtube.com/watch?v=bOksN4FG18o

https://www.youtube.com/watch?v=_u0eKEYNqhM

 

Part 1:

Discuss what you think might have happened at our school. Use the hand template to think of key questions you would need to investigate in order to be able to report on this strange event? Why don’t you draw round your own hand to present your work?

 

Part 2:

The staff attended a meeting in school this week to find out some more information – we have made some notes for you. Can these help with your investigation? Do the notes answer any of your key questions? What other information about the dragon and the event can you deduce from our notes.

INTERVIEW notes

Guided reading: Newspapers

Activity 1: Match the feature of a newspaper to the purpose. You can cut and stick using the attached activity or use this as a guide to present your work how you wish. Can you label a newspaper or find examples of each feature?

Guided reading features of a newspaper

Activity 2: One of the features was ‘facts’. What is the difference between a fact and an opinion? Discuss with people at home / research and record your findings.

Activity 3: Complete the fact or opinion activity. Fact or opinion task 3

 

Maths

Here are the next two oaks academy lessons to complete-

https://classroom.thenational.academy/lessons/to-draw-perpendicular-lines

https://classroom.thenational.academy/lessons/to-identify-and-explain-parallel-lines

If you fancy a challenge…

https://nrich.maths.org/1159

https://nrich.maths.org/1235

 

Spelling

Below is a table of all the different graphemes for the long vowel /ee/. Can you add different words containing this phoneme to the correct column?

Science

It’s time for another hunt around your house! This time we want you to take a magnet with you – just an ordinary fridge magnet will do. Make a list of objects which are magnetic (attracted by the magnet) and are not magnetic (are not attracted by the magnet) and put them into a table like this…

Magnetic Not Magnetic
 

 

 

Look for patterns or clues in your observations. What do the magnetic items have in common? As an extra challenge, research what makes something magnetic to see if your observations are correct.

 

Music from Mrs Sumba

Antonio Vivaldi

Go to the website below and watch Stephanie Childress’ video about Antonio Vivaldi.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-antonio-vivaldi-winter-from-the-four-seasons/zf98bdm

Why was Antonio considered a musical trailblazer?

Now close your eyes and listen to the whole piece on the 2nd video.

What pictures come into your head?

Find a creative way to respond to the music. This could be by dancing, drawing, painting or writing a poem. You may have your own idea.

Challenge

Why not listen to another piece from Vivaldi’s Four Seasons- Spring, Autumn or Summer?

 

Science from Miss Stapley

**Please note that this activity must be carried out in the presence of an adult to ensure safety**

Safety advice for parents

  • Do the activity on a table which is cleared of any other flammable objects or materials. Use your judgement as a parent to decide whether or not to let your child light the candles on their own.
  • Make sure you’ve blown out any candles after doing the activity. Don’t move a lit candle when doing this activity. Don’t allow your child to touch the wick or candle until it has completely cooled.
  • Don’t leave a lit candle unattended at any time. There’s more extensive safety advice on using candles from the UK Fire Service here: http://bit.ly/BeFireSafe

The activity

  • Make a blown out candle relight as if by magic.
  • Experiment to find out how long a candle will burn in different amounts of air.
  • Learn about the chemistry of how a candle burns. https://www.rigb.org/families/experimental/candle-chemistry

What you will need

  • At least one tea light or other small candle.
  • Gas-powered cooker lighter (or long handled matches).
  • Glass jars or glasses of various sizes.
  • Stopwatch (maybe the one on your smartphone) or other way of measuring time.

What to do https://www.rigb.org/docs/candlechemistry_infosheet_0_1.pdf  – for information sheet about the activity.

Going Further Challenge: Learn more facts about fire: http://bit.ly/FireFacts  Make a carbon dioxide fire extinguisher for your candles: http://bit.ly/CO2Ext  Watch a video on how candles are made: http://bit.ly/CandlesMade  Use a candle to suck water into a glass like Josh does at the end of the film: http://bit.ly/WaterCandle

 

RE learning from Miss Honeywell

Following the celebration of Pentecost in our Church calendar, we would like you continue to reflect upon our Mission and how we can ‘use the gifts God gave us to make our world a better place’.

Just as the Holy Spirit had appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem, we would like you to consider how YOU can use the power of the Holy Spirit to support and encourage others.

Can you complete ONE of the following activities, to explore how we can continue God’s work on Earth as His followers?

– Design a logo for a charity that you feel could be made in order to support others. You can be as creative as you like! Can you include symbols of the Holy Spirit?

– Research one of the following organisations: CAFOD, Christian Aid, Missio. What is special about this charity? How do they put the needs of others first?

– Create a new school Mission Statement for St. Peters – what else can we do to help others in our community and the wider world? Which actions do you feel would be most important?

– Paint a picture of Oscar Romero. How did he follow the values set out by our school Mission Statement? Can you include key facts about his work?

– Write a letter to your local priest. Could you suggest any ways in which you could support the Church in raising money for good causes, in the future? E.g. by helping in a bake sale or coffee morning, once it is safe to do so.

 

Art Challenge from Mrs Pearson

Key Stage Two for your art challenge this week I would like you to do a piece of Artwork linked to a poem or book. This could be a collage picture from Owl and the Pussycat, or a STREETART word from a war poem. You may even design a new front cover for your favourite book. Let your fantastic imaginations go wild! WOW! CHALLENGE: Read the poem or part of the book aloud to your family, using expression.

Ideas to inspire you:

However, if this doesn’t appeal to you, then you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

 

Have a lovely week and stay safe Happy Hippos and Lovely Lions!

Friday 5th June 2020

Hello everyone! Just to reiterate – it is not a requirement to complete all of the tasks listed. We have said that you should complete the Guided Reading, English and Maths activities over the week and work on anything else in addition if you wish/can. Please don’t feel that by saying this we are devaluing home learning or that it is not important. It is crucial to set time aside some to do school work. Again, don’t feel restricted by these activities either; if your child is motivated to do other reading, writing or Maths that is better centered on their interests, feel free to do these instead.
Here is this week’s home learning…

Topic:
Find the year you were born, what Chinese animal are you? How about members of your family? Can you research what this means?
According to Chinese legends, what traits do people born in these years have? Does this sound like you? Record your thoughts as creatively as you’d like.
Feeling creative? Make your own Chinese dragon using the link below.
https://www.twinkl.co.uk/resource/t-t-9072-chinese-new-year-paper-craft-dragon

English:
Use the image below and the word mat to write a description of the dragon. Try to include powerful adjectives, similes and fronted adverbials (to show where, why or how).

For example: Glaring red eyes stared down and its wide cavernous nostrils flared. His huge hulk of a scaly green body slowly moved up and down with each furious breath. Without warning colossal explosions of flames erupted from its mouth, shooting wildly in all directions, like a ferocious, erupting volcano.

Dragon word bank

Dragon word bank 2

Guided reading:
Read the following Chinese fairy tale wither on your own or with a grown up. Talk about the story and make sure you understand it. Here are some comprehension questions for you to discuss and respond to:
1, What are the four Dragons that lived in the Eastern Sea?
2. What did the four Dragons see while they were playing hide-and-seek in the cloud?
3. Based on the fairy tale, who can give rain to the people on earth?
4. How did Jade Emperor respond to the Dragons request?
5. What happened the next day? Did it rain?
6. What was the Long Dragon’s idea about making rain?
7. What did Jade Emperor do when he learned that the Four Dragons made rain without his permission?
8. What did the Four Dragons become in the end?

CHALLENGE: Think about fairy tales that you know (Little Red Riding Hood, Goldilocks and the three bears, Hansel and Gretel etc) How is that fairy tale similar or different to the Chinese fairy tale?
https://www.worldoftales.com/Asian_folktales/Asian_Folktale_6.html

 

Spelling
Below is a range of homophones. Can you use a dictionary or the internet to find the different definitions for each of these words?

Can you now write/ draw these homophones in a way that will help you remember? For example-

Maths
Below is a lesson to help you revise your angle work from the last couple of weeks.
https://www.thenational.academy/year-3/maths/to-revise-angles-year-3-wk4-5
Can you remember when we learnt about perpendicular lines? Here is a reminder:
https://www.thenational.academy/year-3/maths/to-identify-perpendicular-lines-year-3-wk5-1

 

Science
Hopefully from the BBC Bitesize videos from last week’s home learning, you found out that forces are pushes and pulls which act on objects. This week we are going to be investigating one of the forces in closer detail. Friction is a force which resists movement between two objects. It slows things down and tries to stop them moving.
Our investigation compares how things move on different surfaces. Follow the instructions here…#

Friction Experiment

We recommend trying out surfaces such as sandpaper, a towel, tin foil, lino, carpet and bubblewrap or corrugated cardboard and using the 2-star Recording Sheet, found here:

Friction Recording Sheet

 

Music from Mrs Sumba
Go to the website below and watch Naomi Wilkinson’s video about Heitor Villa Lobos.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-heitor-villa-lobos/z4nsmfr
Why was Heitor Villa Lobos considered a musical trailblazer?
Now listen to the whole piece on the 2nd video.
Choose your own form of transport. What is the main rhythm it makes? (For example what rhythm might the pedals on a bike or the oars on a rowing boat make?
How could you play this rhythm? (Perhaps you could recreate the rhythm of the oars by splashing your hand in a bowl of water.)
What other sounds does your transport make? How can you add these? Could other members of your family join in so you can layer the sounds?

 

Science from Miss Stapley

Homemade Lava Lamp

https://www.rigb.org/families/experimental/homemade-lava-lamp

Experiment with objects of different shapes and sizes. See what makes a difference to whether something sinks or floats in water.

Learn how an object’s density affects if something is likely to sink or float.

https://www.rigb.org/docs/lavalamp_infosheet_0_1.pdf

Questions to ask children:

  • Before each activity: can you predict what will happen? Why do you predict that? (For example, can you predict what will happen when we squash the tin foil really tightly?
  • Can you predict what will happen if we use metal spoon instead of a plastic one?
  • Can you predict what will happen if we peel the fruit?) Why does the diet drink float while the non-diet one sinks?
  • What do you think will happen when we pour the oil into the glass of water? Why?
  • What do you think is in the bubbles that are rising up in the lava lamp? Why do you think they sink back down again?

Going Further:

  • You can give your child or children a lump of plasticine and explore how to mould the plasticine into shapes that float. Discuss what the floating shapes have in common compared to shapes that sink.
  • The density of an object affects its buoyancy. You can learn more about this and how density affects whether something sinks or floats here: http://bit.ly/
  • Buoyancy You can try to make a ‘density tower’ by floating liquids of different density on top of each other, as shown in this video: http://bit.ly/DensityTower
  • Here’s a quick lava lamp using fizzy water – http://bit.ly/FizzyLavaLamp

 

Art Challenge from Mrs Pearson

Read all about it! St Peter’s are IN THE NEWS!

For this week’s Art Challenge I would like you to produce some art using old newspapers or magazines!  It can be anything from cutting out shapes and creating your own abstract art, or landscape, to making something using Paper Mache.  What you make can be left black and white or even painted (using watercolours is very effective).  Whatever you create I’m sure you will ‘Make the headlines’ on the Art Blog!

Ideas to inspire you:

29th May 2020 – Home Learning

We hope you’ve had a restful half term and have been enjoying the beautiful sunshine! We can’t believe the final half term of the year is here. As always, we’re missing you lots and hoping to see you lovely faces soon 🙂

Here is the home learning for the week ahead…

Topic: 

Locate China on a world map/ globe. What continent is it on? What countries does it border? Which sea is it near?

Speak to people you know, use books/ internet to make a fact file about China. Use the files attached to help you. You can present your work as creatively as you’d like to.

Fact Files  Fact File 2

English:

There are many different versions and videos of the story of the Chinese zodiac. Here are a couple.

https://www.youtube.com/watch?v=S8jWni7zXeo

Debate: do you think the rat deserved to win?

Talk to people in your family and debate the question above. Record your argument as if you were going to present it as a speech persuading other people to agree with you.

 

Guided reading:

Please follow the link to download the text about the year of the dog and answer the questions below. There are three different texts and answers. Choose the one that’s best for you. https://www.twinkl.co.uk/resource/t2-e-4802-lks2-the-year-of-the-dog-differentiated-reading-comprehension-activity

 

Maths

If you enjoyed last weeks angle lessons here are the next two-

https://www.thenational.academy/year-3/maths/to-recognise-right-angles-year-3-wk4-3

https://www.thenational.academy/year-3/maths/to-recognise-obtuse-and-acute-angles-year-3-wk4-4

If not, remember when we made our right angle eaters? Can you make your own one at home and see how many right angles you can find around your house?

Now if an angle is smaller then a right angle we call this an acute angle. If it is bigger, then we call this an obtuse angle. Can you find any acute and obtuse angles around the house?

Now draw a picture or a series of shapes and label the different size angles in it.

Spelling

What do all of these words have in common?

 

Young       double      touch     trouble     country     rough

 

What sound does the ‘ou’ make?

Rainbow write these words and circle the ‘ou’ in them.

Can you now write these words in to a sentence?

 

Science

Our new science topic is ‘Forces and Magnets’. This week, as an introduction and a bit of a refresher, we’d like you to watch a selection of clips from the BBC Bitesize website. You don’t have to watch them all – just whatever takes your fancy! There are clips about how forces work in all sorts of different settings, from boats and cars to how they affect astronauts and cyclists.

https://www.bbc.co.uk/bitesize/topics/zvpp34j/resources/1

Once you’re happy with what a ‘force’ is, perhaps you can go on a forces hunt around your house or garden, or whilst on a walk. Look out for forces in action, having an affect on the things around us, including ourselves!

Music from Mrs Sumba

Johannes Brahms

Go to the website below and watch Radzi Chinyanganya’s video about Johannes Brahms.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-johannes-brahms-hungarian-dance/zfj4y9q

Why was Brahms considered to be a musical trailblazer?

Now listen to the whole piece in the second video.

Can you spot the changes in tempo? When is it fast? When is it slow? Try moving to the music.

Find 2 objects that you could use like drums- 1 should have a high sound (pitch), 1 should have a low pitch.

Practise playing them- left, right, left, right – create a steady pulse in time with the music. Does the pulse change?

 

Art from Mrs Pearson- animal magic!

For this week’s Art Challenge I would like you produce some art that is linked to ANIMALS!  Your animal can live on the land, in the sea or the sky. If you prefer, you can make your own mythical animal from your own imagination… or even a fusion of two animals.  It can be a drawing, a painting, it can be made from a kitchen roll tube, a painted stone, made from things you find in the woods or at the beach or anything else that you can think of. I’m sure you will create something ‘magical’, as always!       Ideas to inspire you:

However, if this doesn’t appeal to you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

 

Mrs Pearson

Happy half term!

Half term is here! And what a strange term it has been, one we will remember forever. Well done for all of your hard work this term, we have enjoyed your emails of work. We think you all deserve a rest this half term so we will not be setting any formal homelearning. Please keep up with your reading for pleasure though – especially in the garden in this lovely weather! We will ensure my maths, sumdog and times tables rock stars are updated with work if you would like to do any maths too.

Stay safe and well Happy Hippos and Lovely Lions.

We can’t begin to explain how much we miss you and we wish you were back with us, always thinking of you,

Miss Shaw, Mrs Atkins and Mrs Pike

Friday 15th May 2020

Hello everyone! We hope you’re well and staying positive. We’re missing you lots but have really enjoyed hearing all about the wonderful things you’ve been getting up to with your families. This week, we’ve been doing lovely things with our families too…

Mrs Atkins has been spending yet more time in her garden. It’s a really interesting time outside in nature at the moment. She has spotted that the flowers on the fruit trees and bushes are falling off and in their place, fruits are forming. Look! Can you see? Can you identify these fruits from Mrs Atkins’s garden in the pictures below: blueberries, raspberries, apples and plums?

You might remember that Mrs Pike has been building her own home on the farm. She’s very excited to be moving in next week so this week has included a lot of painting and moving furniture! She has also squeezed in some baking and has made an apple Dorset cake.

Miss Shaw has enjoyed spending time with her baby, Odi. Look how cute he is! Who knew there were so many unexplored walks around our area! There’s even a waterfall!

Here is the home learning for this week…

 Topic: 

How would different weather affect each stage of farming? Consider the effect on different crops such as fruits, wheat, corn, grass (for animal feed), potatoes etc.

Ploughing Sowing Crop Spraying Harvesting
Drought (No rain) Land would be hard and difficult to plough.
Average Rain
Heavy Rain/ Flooding
High winds Fruit could be blown off before collecting and become spoiled.
No wind

CHALLENGE – What would ‘ideal’ weather look like for a wheat farmer vs a grass-fed cow farmer?

SUPPORT – Plant and grow any type of seed you can find in three pots of soil. In Pot 1, give it no water to simulate drought. In Pot 2, give it a constant supply of water to simulate heavy rain or a flood. In Pot 3, try to make sure there are optimum conditions (perfect for growing). Look closely to see what happens to the plants and the soil.

 

English: The magic tree.

Sentence challenge!

A preposition is a word that shows the relationship between one thing and another. It usually tell you where a thing is in relation to something else (the position) E.g. The green, shining door appeared inside the tree. Can you write a minimum of 3 sentences about this magic three that contain prepositions?

If this was a portal to another world, would you go through it or stay on Earth? If you walked through the portal, what would happen to you? What would you see?

Imagine you have just walked through the open portal and into the world inside the tree. Draw and then describe what you can see – remember to use fantastic adjectives to create expanded noun phrases.

Guided reading:

Hidden nature. Use the image to answer the questions, remember this is using your inference skills so there’s exact answer, it’s reading between the lines and using the clues to help.

  • Where did the robot get the egg from?
  • Why is the robot watering the egg?
  • How are things growing in this room?
  • Why is he keeping it hidden?
  • Does anyone else know it’s there?
  • What do you think the world outside this room is like?
  • Do you think the egg will hatch? What will be inside?

Science / Geography:  Where does your food come from?

Think about / research what crops we grow in our country? Compare it to crops grown in other countries. Can you find out where certain foods come from? Use a map / globe to locate these places and label/ draw pictures of the food type in the correct place on a blank world map.

Challenge:

What do other countries grow that we don’t? Why can’t we grow certain foods in our country but they can in others? Present your findings in any way you wish (table, poster, information leaflet etc.)

Key vocabulary: Climate, biodiversity,

Use this website to support your learning:

https://www.cbd.int/ibd/2008/youth/farmers/

 

Maths

We have heard from other year groups that children are really enjoying these maths lesson from the national academy. They included a quiz, a teacher video, an activity to complete and an end quiz to check your learning. Here are the first two angle lessons. Give them a go and let us know what you think. Other children have enjoyed having a mini lesson from a teacher.

https://www.thenational.academy/year-3/maths/to-identify-and-recognise-angles-year-3-wk4-1

https://www.thenational.academy/year-3/maths/to-identify-angles-inside-2-d-shapes-year-3-wk4-2

 

 

Music from Mrs Sumba

Ravi Shankar

Go to the website below and watch Naomi Wilkinson’s video about Ravi Shankar.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-ravi-shankar-symphony-finale/znk8bdm

Why is Shankar considered to be a musical trailblazer?

Now listen to the whole piece in the second video. Make a list of the different instruments you can see. Choose 1 and find out 3 facts about it.

 

Spelling

Pick words from the Year 3/4  Spelling List and practice them by writing them out in your neatest handwriting.

Year 3_4 Spelling List

 

Art from Mrs Pearson :

Art Challenge Famous Landmarks:

For this week’s Art Challenge I would like you produce some art that is linked to a famous landmark.  Your landmark can be natural or man-made. It can be a drawing, a sculpture made from recycled materials, a collage, something made out of pebbles and twigs ,  it could be drawn on a tablet or made out of Lego, or indeed  else that you can think of.  I have even seen Big Ben made out of socks!  Let you imaginations run wild!

Here are a few ideas:

Science from Miss Stapley

Balancing Structures

The activity – Make a balancing toy.

Experiment with the design of your toy to find out what affects whether or not it balances.

Learn about the centre of mass of an object and how it relates to whether or not something balances. https://www.rigb.org/docs/balancing_sculptures_infosheet_0_0.pdf  – activity worksheet in full

What you need:

  • A carrot or similar vegetable
  • Kebab skewers
  • Marshmallows and/or other jelly type sweets, or small pieces of carrot or similar hard vegetables.
  • Plasticine or blu-tac
  • 500ml soft drink bottle or washing up liquid bottle

Stage 1: Cut a piece of carrot about 3 cm long. Stick a kebab skewer into one end of the piece of carrot and break the skewer so that you have only 2 or 3 cm of it sticking out. Try to stand the carrot piece up on the end of the kebab skewer – you should find this very difficult, if not impossible to do.

Stage 2: Stick a kebab skewer into each side of the carrot so that they point downwards at about 45 degrees. Then stick a marshmallow or other jelly sweet onto the ends of the skewers, as shown in the picture below. Place this on top of a bottle and you should find that it balances.

Get children to investigate what happens when you slide the marshmallows up and down the ‘arms’ of the sculpture and if you add more marshmallows. Stick an additional two or more kebab skewers into the carrot and challenge children to add at least one item to each skewer and still keep the sculpture balanced.

Questions to ask children: With just central part of the sculpture: why doesn’t this stay balanced? Before showing them stage 2: do you think we can use more kebab skewers and anything else to help it balance? Why do you think it balances like this? What can we change? (position of skewers, items pushed onto the skewers, position of things on skewers) What do you think will happen if we change these things? What do you think we need to do to make sure our sculpture balances?

Going further:

Try making some animal-shaped balancing toys: http://bit.ly/AniBalance

Make a balancing butterfly: http://bit.ly/BalanceButterfly

 

Have a wonderful and safe weekend!

Miss Shaw, Mrs Atkins and Mrs Pike

Friday 8th May 2020

We just want to start this week’s blog by saying that we think you are all doing an AMAZING job. We LOVE seeing how creative you’re being and the memories you’re making as families. THANK YOU for your continued enthusiasm and dedication – it means so much to us.

This week, Mrs Pike has been doing family reading. Each evening, every member of the family chooses a book that they love and has been sharing it out loud before bed.

Miss Shaw has been enjoying her new bike and has loved getting out in the fresh air finding new places to ride.

Mrs Atkins has been baking bread. So far she has tried white bread, sourdough, granary and spelt. What do you think?

Here is the Home Learning for this week. Please remember that it is not a requirement to complete all of the tasks listed. Ideally, aim to do the Reading, Writing and Maths activities over the week and work on anything else in addition if you wish. Please don’t feel restricted by these activities either; if your child is motivated to do other Reading, Writing or Maths that is better centered on their interests, feel free to do these instead. We understand that all children are individuals and in these challenging times, value their security and happiness most of all.

Topic:
Why farming matters
Farming landscapes: farm landscapes are created by generations of farmers: they bring us food, provide habitats but also maintain the countryside for us to walk in and enjoy.

a. Look at the farm image and annotate with appropriate topic related vocabulary. Do you know the meaning of these topic related words? If not, speak to a grown up, use a dictionary or the internet to help you: pasture, arable, dry stone walls, buildings/shelters, tracks, hedges, crops, solar panels, wildflower margins, hedges, dry stone walls, tree belts, fences.
b. Can you identify natural and man-made/influenced features in the photos? A table may help.
c. Can you see any boundaries? What are these for?

English:
Take a look at the link below have a go at the activities. We suggest starting with the sentence work as it could help you write your story. Maybe you could email us your stories, we’d love to read them.
https://www.pobble365.com/the-life-of-a-snail

Guided reading:
This link takes you some guided reading all about snails. There are 3 different levels so choose the one that challenges you (but that isn’t too tricky) and complete the comprehension task. All the information can be found in the text – remember to use your skimming and scanning techniques to help find it.
HANDY HINT! Why don’t you try doing a read aloud think aloud (highlight and make notes) before you answer the questions.
https://content.twinkl.co.uk/resource/a9/bf/t-l-4614-snail-reading-comprehension-activity-_ver_2.pdf?__token__=exp=1588600765~acl=%2Fresource%2Fa9%2Fbf%2Ft-l-4614-snail-reading-comprehension-activity-_ver_2.pdf%2A~hmac=dea1706b09b0f4a7d49c3074de127db799269b8bcc3c4765ace6e483f2c81a7a

Science:
Can you make a daily diary of what you do to maintain a healthy lifestyle for the week? Record how many hours sleep you’re getting each night, how much exercise and what kind you are doing each day, are you drinking the recommended amount of water etc. After a couple of days, if you realise you’re not doing as much as you can to be healthy, can you make some changes and see if it makes you feel any different?
This could be recorded however you’d like – pictures, a table, on a computer etc. These links may help you:
https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/ztsqfcw
https://www.theschoolrun.com/homework-help/keeping-healthy

Science from Miss Stapley THE SCIENCE OF OOBLECK
https://www.science-sparks.com/how-to-make-oobleck/
Did you notice that if you make a ball with oobleck or gloop it feels solid, but if you drop the oobleck on the floor it turns liquid again? The slime is a non – Newtonian fluid as it doesn’t flow like liquids normally do.
https://www.youtube.com/watch?v=Fnd-2jetT1w

Cornflour gloop ( oobleck ) is made up of molecules arranged in long chains. When the chains are stretched the liquid will flow, but when you force them together they stick together to form a solid.
OOBLECK RECIPE
• Cornflour
• Water
• Food colouring – optional
• Ice cube trays – optional
• Mixing bowl
• Colander, funnel and beakers – optional, but great for messy fun!
INSTRUCTIONS FOR MAKING CORNFLOUR GLOOP
• Fill a cup with cornflour and add to the bowl
• Add water very slowly mixing with your hands, until you get a sticky, slimy gloop.
• If you want to make it coloured add some food colouring. ( be careful this can stain skin and clothes)
• Play with the slime and see how it behaves. Can you make it into a ball? and what happens if you throw it onto the floor?
• Can you squeeze the slime into a ball? What does it feel like? How long does the ball stay solid after you let go?
• If you used less water do you think the slime would fall faster or more slowly through the colander?
OOBLECK CHALLENGE
Can you make a giant oobleck tray and walk on oobleck?
HOW TO MAKE A GIANT OOBLECK TRAY
To make our giant oobleck tray – pour about 1 kg of cornflour into a large black tray and slowly added water until the consistency was wet, but solid when squeezed.

Maths
This activity requires weighing scales. If you don’t have any, try making and using a DIY balance scale and a bit of creativity! Here’s an example… https://gosciencekids.com/diy-balance-scales-toddlers-preschoolers/
Heavier or lighter.
Find 5 objects in your house and order them from what you think is lightest to heaviest.
Then weigh the first one – use this weight to estimate the weight of the second object then weigh the second one. Was your estimate close?
Keep going along your line recording your estimation and the actual weight. Hopefully your estimates will get more accurate as you go on. Was your original order correct?
Choose two of your 5 items and compare their weight. Which is heavier and which is lighter. How do you know? Record your findings using the symbols. This can be repeated with different toys.
Example:
Barbie (104g) > Toy car (90g)
Have a go at these questions:

Spelling
This week we are revisiting rare graphemes for the /i/ phoneme. Say what you can see in the pictures below. Sound out the words and write them down. Note that in these words, the /i/ sound is made with a y or ui. Can you find some more unusual ways of making the /i/ sound?

 

Be a word detective – make a word web of as many words as you can find that contain an /i/ sound with a rare grapheme. Use these words to write into sentences. Challenge: How many words can you fit into one sentence whilst making sure it still makes sense?
ANSWERS TO PICTURE CLUES: gym, cygnet, building, mystery.

Art from Mrs Pearson :
Art Challenge Who’s YOUR SUPERHERO?
For this week’s Art Challenge I would like you to produce some art that is linked to a superhero. Your superhero can be real, such as our key workers, or someone in your family, or a fictional character from a comic, film or your own imagination. It can be a drawing, a figure made from a kitchen roll tube, street art or anything else that you can think of.
I hope this may inspire you:

This new Banksy artwork has appeared at Southampton General Hospital.
It shows a young boy kneeling by a wastepaper basket dressed in dungarees and a T-shirt. He has discarded his Spiderman and Batman model figures in favour of a new favourite action hero – an NHS nurse. The artist left a note for hospital workers, which read: “Thanks for all you’re doing. I hope this brightens the place up a bit, even if it’s only black and white.”
However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too.
Please email your artwork to me:
n.pearson@stpeterswaterlooville.hants.sch.uk
Thank you
Keep creating and keep safe!
Mrs Pearson

Music from Mrs Sumba
Go to the website below and watch Radzi Chinyanganya’s video about George Gershwin.
https://www.bbc.co.uk/teach/ten-pieces/classical-music-george-gershwin-rhapsody-in-blue/zkcy6v4

Why is Gershwin considered to be a musical trailblazer?

Now listen to the whole piece in the second video and create a cityscape as you listen.

RE learning from Miss Honeywell
As part of your RE learning, we would like you to focus upon the upcoming celebration of Pentecost – this day is celebrated fifty days after Easter Sunday, to remember how the Holy Spirit appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem.
Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?
– Create a religious crossword that includes the following key words and symbols: wind, flame, tongue, Holy Spirit, disciples, Jerusalem. Can you add more of your own? Don’t forget to record your clues!
– Design a celebration card to spread the Good News at Pentecost – could you post it to a friend to spread joy and hope at this difficult time?
– Write a drama script to ‘act out’ the scene of the disciples as Pentecost with your family at home – what happened to the followers of Jesus?
– Make 10 quiz questions about the Pentecost story. Could you ask a friend or family member about them when you next chat on the webcam/internet, or over the phone?
– Imagine you are a news reporter who has been sent to Jerusalem to find out more about the events that took place at Pentecost. Which 5W questions (who, what, where, when, why) would you ask the disciples?
– Build a model of one of the following Pentecost symbols (flame, wind, speaking in tongues, Holy Spirit) to put on display and remind you that Jesus is near. Which resources could you use from home? Plasticine, recycled plastic, painted cardboard?
– Research the story of Pentecost on the internet, from a Biblical website. Can you draw a thought bubble and record how the feelings of the disciples changed throughout the story?

Have a wonderful bank holiday weekend!
Miss Shaw, Mrs Atkins and Mrs Pike