Year 3 Home Learning

Week Beginning 4th May

We hope that this home learning letter finds you all well and that you are doing okay in the ‘new normal’.

You are all doing extremely well with your home learning and we are thoroughly enjoying our communication with you, whether that be a phone call or a dojo message. Many of you are continuing to demonstrate the fundamentals of ‘The Berrywood Way’; you are determined, respectful and resilient children who always try your best. Keep going; we are all very proud of you. Be kind and look after each other.

Please continue to submit your home learning using Purple Mash, you can find reminders of how to do this attached to previous home learning letters.

Thank you, Year 3

English

Daily Deliberate Practice

1) Reading (on your own or to an adult). Don’t forget to record your reading in your reading log. You can always share what you have read with us on Purple Mash – keep earning those reading at home dojos!

2) Practise spellings on Spelling Shed. We are going to be updating the assignment every Monday for you to work on throughout the week. You might also like to practice the Year 3 and 4 common exception words which can be found in your reading log using many of the strategies you have learnt, for example, rainbow letters and pyramid words (these can be found in your home learning books).

Activity

Again, watch the reading of The Great Kapok Tree https://www.youtube.com/watch?v=gw0arFtHeVw and think about the inspiring language used in the book.

For example:

‘Moments before, the forest had been alive with the sounds of squawking birds and howling monkeys.’ ‘…the sun streaming through the canopy. Spots of bright light glowed like jewels amidst the dark green forest. Strange and beautiful plants seemed to dangle in the air.’

‘…the fragrant perfume of their flowers…the steamy mist rising from the forest floor.’

How do these sentences make you feel? What do you imagine as your read them?

Today, we are going to be looking at using adjectives, adverbs, verbs and synonyms to give a different impact to a sentence.

For example, you could change this sentence:

‘The birds flew in the sky.’

Into this:

The dazzling birds soared gracefully through the clear, blue sky.

Or:

The devious birds cunningly swooped across the deathly black sky.

How do you feel reading those two different versions of the sentence? How do the words which you have chosen give a different impact? We would like you to have a go yourself, using these two sentences:

The birds flew in the sky.

The trees around me were tall and green.

Challenge!

Let’s try it the other way around. Can you change these sentences back to a simpler version?

Moments before, the forest had been alive with the sounds of squawking birds and howling monkeys. Spots of bright light glowed like jewels amidst the dark green forest.

Strange and beautiful plants seemed to dangle in the air.

The steamy mist was rising from the forest floor.

Maths

Weekly Learning – Addition and Subtraction – find the sum and difference

Objective – To solve sum and difference questions using bar models

Activity One – Solving sum and difference questions

Watch the video ‘Sum and Difference Challenges’, from Friday 27th March from the beginning (it will recap last week’s learning) You’ll find it here:

http://www.iseemaths.com/lessons34/

Then have a go at these two sets of questions using your own equipment and drawing the bar models. You could use lego, or dried pasta or any object you can find for your equipment.

Set A

Set B

Activity Two

Now try these questions, again using your equipment and drawing out bar models.

Challenge! - Strike it out!

There are more instructions here and a video guide on how to play:

https://nrich.maths.org/6589

Want more maths?

Try this extra challenge on the nrich website:

Sums and Difference 2

https://nrich.maths.org/10488

Remember you can use jottings or the formal methods to do the addition and subtraction calculations.

Project

What is palm oil?

Palm oil is a type of edible vegetable oil that is derived from the palm fruit, grown on the African oil palm tree. Oil palms are originally from Western Africa, but can flourish wherever heat and rainfall are abundant. Today, palm oil is grown throughout Africa, Asia, North America, and South America, with 85% of all palm oil globally produced and exported from Indonesia and Malaysia.

First, we would like you to visit the following website using this link: https://www.bbc.co.uk/newsround/39492207

Read and digest the information Newsround shares about palm oil – do you think it is a good or a bad thing?

Activity

We would like you to have a look at different products and packaging which you can find in your home; this could include toiletries and food packaging. Can you find palm oil listed on the products ingredients list?

Now, watch ‘The Problem with Palm Oil’ https://www.youtube.com/watch?v=LSumTLrJzdU

Have another look at the packaging. Now you know that palm oil can be written under many different names, can you identify anymore which include it?

Alternative names:

1. Elaeis guineensis

9. Palm stearine

17. Sodium kernelate

2. Etyl palmitate

10. Palmate

18. Sodium lauryl lactylate/sulphate

3. Glyceryl

11. Palmitate

19. Sodium lauryl sulfate

4. Hydrogenated palm glycerides

12. Palmitic acid

20. Sodium palm kernelate

5. Octyl palmitate

13. Palmitoyl oxostearamide

21. Stearate

6. Palm fruit oil

14. Palmitoyl tetrapeptide-3

22. Stearic acid

7. Palm kernel

15. Palmityl alcohol

23. Vegetable fat

8. Palm kernel oil

16. Palmolein

24. Vegetable oil.

Science

How do plants get their food?

Last week we began to think about how plants feed themselves. We learnt that plants use their roots to absorb water and minerals from the soil.

Activity One

This week we are going to learn about how plants use their leaves to help feed themselves. Watch this video clip about a plant’s leaves.

https://www.bbc.co.uk/bitesize/topics/zy66fg8/articles/z9gcdxs

Activity Two

Now, we would like you to have a look at a leaf by doing a leaf rubbing.

1. Pick a good sized leaf from a tree or plant.

2. Lay your leaf upside down on the table and place a piece of paper on it.

3. Next, rub the area of paper that is on top of the leaf with a pencil or crayon.

Can you see lots of little lines on your leaf rubbing? These are the tubes on the leaf where the food travels.

Activity Three

We have already learnt that plants' leaves are very important and help take water to the parts of the plant that need it. However, this isn’t their only job! Leaves also provide food and air to help a plant stay healthy and grow. When plants make their own food, this is called photosynthesis. It means light (photo) used to make something (synthesis). Through photosynthesis, leaves turn light energy into food. Leaves “breathe” in carbon dioxide and “breathe” out oxygen through tiny pores on their surface called stomata.

Visit these websites to learn about Photosynthesis.

https://www.dkfindout.com/uk/animals-and-nature/plants/how-plants-make-food/

https://www.scienceforkidsclub.com/photosynthesis.html

Now, write down 3 facts you have found out about photosynthesis.

Challenge!

Do plants need leaves to grow? 

Based on what you have found out about plants so far, write an answer to this question or draw a labelled diagram. Can you explain why you think this?

If you have access to two plants of the same species, you may like to carry out an experiment to find out what happens if you remove the leaves. (Please make sure you check with your parents that they are happy for you do to this.)

Take two plants of the same species. Carefully break off all of the leaves completely from one plant, making sure that you don’t damage the stems. Leave the other plant to grow normally. Water daily and compare how they grow.  What do you notice?