Week beginning 27.4.20
*There is a NEW class blog on Purple Mash where the children can speak with each other. Comments will be checked and approved once a week*
Also Happy Brithday to Alisha and Annalise who had their birthdays in April xx
Hopefully you have read some or all of a mystery story by now and might be able to recognise what the features of a mystery story are. Which of the following
does your story have (make notes or discuss with an adult):
- A typical beginning, build-up, problem, resolution, ending structure
- Flashbacks to fill in missing information
- Suspense is created by giving the reader clues about what might happen next
- Clues and hints are given to the reader – but some are ‘red herrings’
- Setting: unfamiliar to the character or the setting is familiar but something unusual happens i.e. a mystery letter
- Character: something a little quirky about them
- What is the theme of the story you read: crime, disappearance, mystery object, historical mystery, theft…?
Writing: punctuation revision. (This is punctuation taught and learnt in Year 2 as the only new one we learn in year 3 is inverted commas for speech. In Year 3 children should be applying. ! ? ‘ “ “ and commas for a list in all their writing)
*Sorry, the Power Points don't seem to be working, I've uploaded a PDF version which doesn't work as well but some pages are still useful. Please email if you'd like the Power Points for this week and I'll use differetn resources in future*
Maths: addition and subtraction with measures
(You don’t need to do all of the above)
_ _ + _ _ = 156
Complete this in different ways.
Each digit must be different
What method would you use for the following and why?
326 + 200 =
421 – 70 =
57 + 35 =
104 – 95 =
273 – 49 =
Measure and cut straws to different lengths. Make shapes with them. Add up the length of the sides to calculate the perimeter. Check the answer by laying the straws in a line and measuring.
This unit lends itself perfectly to cooking and baking. Make sure you talk about how much more or less if you pour out too much. If you have 2 ingredients that will be mixed together anyway measure them one after the other in the same bowl / jug (i.e. don’t weight one and tip it to the mixing bowl then the other). You could also revise scaling by doubling the recipe.
Measure the sides of irregular 2D shapes and find the perimeter by adding them together
Paddling pool activity: collect containers of different sizes and measure their capacity with a measuring jug. Now ask yourself how you could fill one of the larger containers using the other smaller ones. Add up the amounts. Now check if you are correct by filling the container how you said. If it over flows or if isn’t filled, then you weren’t correct.
Set up a shop giving prices to everything. Make sure you have plenty of change in the till ready for your customers.
History - Egyptians
Locate The Nile on a map – follow it to the sea. Where is the mouth of the river?
Why do you think The Nile was vital to the Egyptians?
Egyptians recognised 3 seasons – flooding, planting, harvesting - what role would The Nile play in these seasons?
Being able to use the Nile as part of growing crops would have made them wealthy - how else would the Nile have been used by the Egyptians supporting their wealth?
You will need:
- one of: a white flower, a baby gem lettuce leaf, a plant with a white part running through the leaf.
- some food colouring
Put your chosen plant in a container of coloured water and see what happens over the next few days. If your using house plant water it with coloured water.
Another experiment you can try with plants is to use your old vegetable ends to regrow them.
Sketch a flower in detail you could choose to just use pencil or use pencil crayon. There are tutorials on YouTube if you have access.
You have been set 2 2dos in Purple Mash.
Look at the fruit one first – it will help you understand what a Branching Database is.
Next complete the Vegetable one. You need to complete it by filling in the questions. To work out the question you will need to work backwards. For example:
Find where ‘peas’ are.
What question would have been asked with the answer of ‘yes’ to get to peas?
Perhaps – ‘Is it green?’
Check there are no vegetables down the ‘no’ branch that are green.
Oh no! Broccoli and courgettes are on the ‘no’ branch and are green so I can’t have that question.
Let’s think of another – what about – ‘Does it have pod?’
In class we have listened to some music from Bob Marley. Listen to some more of his music