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Week 7 - 8.6.20

Good morning Year 3!

 

We'd like to say how impressed we’ve been with the power points that have been emailed to us about teeth over the past few weeks. Joshua, Jude, Wilf, Olivia and cartoon from Amelia, your work was really clearly laid out, demonstrating the excellent work you've been doing. It was also great last week to see the fun learning you’ve been doing on electricity.  Amelia, Ben, Eva and Oli made their own circuit games with their dads, whilst Ollie B investigated static electricity and made his own night time constellations with sweet wrappers and a torch! This week for science, we've asked you all to make your own circuit to test which materials make the best conductors, all you need is a need a torch, battery and some tin foil.

We hope you’re enjoying the book, it gets very exciting this week as we meet Prisoner Forty Two.  He’s a little bit scary!  In maths we’re learning about different types of lines, we're using the Oak Academy videos again.  Please let us know if you find them useful.  For humanities, we've have set you a lovely project to build a Greek home, a chance to be really creative!  This week's PHSE is all about internet safety, it's very important especially as some of you may be spending a little more time than usual online, please all take a look.  Lastly, for French this week, check out Mrs Thompson's virtual tour around France on the Keystage 2 main page, links are at the bottom of this page.

 

Keep up the good work and have a great week everyone! 

 

Mrs Johns and Mrs Terry

English

SPELLINGS

 

This week we're practising words with the uh sound spelt  'ou'  Here are some examples to learn:

 

young

double

touch

trouble

country

rough

 

Over the week: 

First click on this link: https://spellingframe.co.uk/guest/word-list/37180 and then spelling tiles.  If you're asked for a code, type in 37180, however I didn't need one when I tested it out. Each day do a different activity to help you learn this week's sound, starting with the segment puzzle.  At the end of the week do the practice/quiz.

In your books, have a go at writing some sentences of your own using the words in the list above.

READING

Session 1 - Chapter 5

Click on the audio and read along with me, or read aloud to a member of your household.  

Then answer these questions:

  1. What words show the cow isn't pleased about Virgo's presence?
  2. What words does Virgo use that might seem strange to a 12 year old boy?  Can you identify their meaning?
  3. What had Virgo landed in?
  4. Why does Virgo get annoyed with the cow?
  5. Why does Elliot start thinking about the how much money he could get for the flask?

Chapter 5 - audio

Session 2 & 3 - Chapter 6

This is a long chapter so we're spreading it over 2 sessions, but if you're a fast reader you may wish to read it in one go.

Questions to think about after reading the chapter:

1.Find vocabulary that tells us that Elliot is tired.  How do we know that he's always tired from earlier in the story?  Why is this?

2. How does Elliot feel when Virgo has been under water for a long time?  What vocabulary can you find to back your answer up?

3. What does Virgo think the TV is?

4. Why doesn't Elliot want his mum to let anyone in?

5. Why is Elliot going to take Virgo to the police station?

6.  Does Elliot think Prisoner Forty-Two's imprisonment is fair?

7. Why can't Virgo transform into her constellation to prove her immortality to Elliot?

8. Can you name the five categories of immortal.  What happens if they lose their Kardia?

Chapter 6, Part one - p.48-56

Chapter 6, part 2

Session 4 – Chapter 7 (part 1)

Again, chapter 7 is a long chapter so we have split it over two sessions.  Please do not read any further than p75 today, as it will describe things about the character that we do not want you to know before completing writing session 4.

 

Vocab check : remnant, emaciated, huddle, pitiful, skeletal.  Look up these words or ask an adult to check that you are sure of their meanings.

 

Read from p67-75.

Comprehension questions :

  1.  Is Virgo panicking?  Which words in the text tell us?
  2. Does Elliot feel sorry for the prisoner?  How do you know?
  3. How would you describe the prisoner? 
  4. What was Elliot’s 1st thought when he realised that the prisoner could read his mind?
  5. Write down as many synonyms for ‘said’ as you can find in the chapter so far (a synonym is a word that means the same).

Ch 7. part 1 to the top of page 76

Session 5 – Chapter 7 (part 2)

 

Vocab check : shackles, din, reverberate, clamour.  Look up these words or ask an adult to check that you are sure of their meanings.

 

Read from p76 – 84.

Comprehension questions :

  1. How does Prisoner Forty-Two trick Elliot?
  2. What does Thanatos mean when he says that he ‘is really going to enjoy not killing her?
  3. What does Virgo do initially when Prisoner Forty-Two starts to transform?
  4. Who is Prisoner Forty-Two?
  5. How does Elliot convince Thanatos to free Virgo?

Ch 7 Part 2, from the top of p 76

WRITING

Session 1

Imagine you are Elliot, write a diary entry about the events of the chapter.  How did he feels when he realised someone was in the barn?  What were his first impressions of Virgo?  He shows kindness to Virgo, why is this?  Remember to write in first person and in the past tense.  It's a personal diary so your tone should be informal and chatty.

If you need help to get started, continue my sentence below:

Dear diary,

The weirdest thing just happened.  You will not believe me, but honestly it's the truth.  As I went to check on Bessie ...

Session 2, L.O. I can use co-ordinating conjunctions.

This week's grammar session is on co-ordinating conjunctions.  Can you remember what these are and where in a sentence they are used?  Watch this short video as a reminder and scroll down to do the quizz.

https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/z9wvqhv

Now have a go at adding coordinating conjunctions to the sentences on this sheet.  Write them out neatly in your book.

Session 3 L.O. I can write a letter describing a scene.

Once you have finished reading or listening to chapter 6, we'd like you to imagine that you secretly saw how long Virgo was under water for.  Write a letter to the local newspaper telling them what you saw.  Think about your character, who could you be, why  did you hide?  What are you hoping to gain from the newspaper?  Perhaps you're hoping for an interview and some fame or even money out of it?  Remember to lay your writing out with the correct features of a letter.  Make your description of events dramatic with descriptive phrases that describe how the boy you saw behaved and how long the girl stayed under the water.  How were you feeling when it was going on?  Did you think about helping to find the girl? Why didn't you?

Here is a guide to how to set out a formal letter.  You can print out the attached copy if you need a larger version.

Session 4 : L.O. I can present both sides of an argument.

In the 1st part of Chapter 7 we have met Prisoner Forty-Two, who is a mysterious character.  Where we have stopped reading, he is begging Elliot to set him free from his shackles.  Elliot is in a dilemma – should he free the prisoner or not?  Virgo is begging him not to, but the prisoner has given him a very good reason as to why he should.  Can he believe him though? 

In your home learning book draw two columns labelled FOR and AGAINST :

Under the ‘for’ heading, write down all the reasons you can think of why Elliot should release the prisoner.  Under the ‘against’ heading, write down all the reasons you can think of why Elliot should not release the prisoner.

At the end, write a sentence saying what you believe Elliot should do.  Should he release Prisoner Forty-Two or not?

 

Session 5 : L.O. I can compare the character of Thanatos before and after his change.

In this chapter we are introduced to Prisoner Forty-Two who then changes into Thanatos after he is freed from his shackles.  In your home learning book, using the descriptions in this chapter, draw the character of Prisoner Forty-Two and write a paragraph to explain what his character is like.  Then, draw a picture of Thanatos and write a paragraph explaining what he is like. 

Remember, there is no right or wrong answer to this activity.  It is up to you to picture the characters however you like using the author’s description in the text.

MATHS

Every day, begin each session by clicking on one of the days from the mental starter slides below:

 

Session 1 L.O. I can identify horizontal and vertical lines.

Look at the lines in this painting by Piet Mondrian, do you know which lines are horizontal and which are vertical?

What can you use to remember what a horizontal line looks like?

What do we call a line that is not horizontal or vertical?

 

 

 

 

 

 

 

 

 

 

To help us remember what a horizontal line looks like, think of a horizon, like this one.  The horizon is the horizontal line where the sky appears to meet the earth.  How many horizontal lines can you find in the Mondrian painting above? The tall lines going from top to bottom are vertical lines.  When you are standing up you are vertical, when you lie down you are horizontal. Look around and you will see horizontal and vertical lines everywhere from windows to kitchen worktops to televisions, brick work and books.  I'm sure you can find lots more. Work through the power point below, you will need to remember what the word symmetry means.  Then do the worksheet provided.

Session 2 L.O. I can recognise perpendicular lines

 

In this lesson, we will be building on our work on angles (in particular right angles) to identify perpendicular lines. We will look at these individually and within 2D shapes, as well as having a chance to find these yourselves.

Click on the play button to start the video on the link below. When the teacher asks you to pause the video and look at the worksheet you should:

  • Pause the video
  • Click "Close Video"
  • Click "Next Activity" to view the activity

https://www.thenational.academy/year-3/maths/to-identify-perpendicular-lines-year-3-wk5-1#slide-3

The main activities are in the file below in case you'd prefer to print them out and answer on the sheet.

Session 3 - L.O. I can draw perpendicular lines

In this lesson, we will be looking in detail at horizontal and vertical lines and how these relate to perpendicular pairs of lines. We will then identify where we find these in the real-world and begin to draw them. In yesterday's lesson there was a small mistake in the first question about right angles, did you spot it?  There was only 1 right angle in the examples given, not 2! 

https://www.thenational.academy/year-3/maths/to-draw-perpendicular-lines-year-3-wk5-2#slide-3

The main activities are in the file below in case you'd like to print them out and answer them on the sheet.

Session 4 – L.O. : I can identify and explain parallel lines

In this lesson we will be learning about parallel lines.  These are lines that go in the same direction but will never meet.  Watch the following video from ‘Oak National Academy’, pausing it to complete the main activity and challenge questions.  I have copied the 3 activities onto a word document, so if you prefer to print them out and complete them on paper then please do.

https://www.thenational.academy/year-3/maths/to-identify-and-explain-parallel-lines-year-3-wk5-3#slide-3

If you would like to do extra work on parallel lines, here are some optional sheets to complete : 

Optional extension sheets

Session 5 - L.O. : I can revise parallel and perpendicular lines

In this lesson, we will be revising everything you have learnt this week about parallel and perpendicular lines.  Watch the following video and pause to complete the main activity and challenge questions (again they have been copied onto a word document below, so print them out if you prefer to have them on paper).

Mrs Terry thinks that Miss Brinkworth (the teacher on the video) has got the answer to the riddle wrong at the beginning of the video.  If you agree, can you blog what you think the correct answer is?

https://www.thenational.academy/year-3/maths/to-revise-parallel-and-perpendicular-lines-year-3-wk5-4#slide-3

Here are some optional extension sheets in case you would like to do any further work on this topic : 

SCIENCE - Exciting electricity!  Be a Conductor. - L.O. I can make a simple electrical circuit and test for conductors.

 

As you found out last week, electricity is all around us and used every day.  To fully understand electricity you need to know about atoms.  Everything is made up of tiny, tiny atoms, for example an ant is made up of 1 billion atoms!  Each atom is made up of protons, neutrons and electrons.  Not all atoms have the same number of electrons.  This is because they can move between atoms.  Electricity is the movement or flow of electrons between atoms. This flow of electrons is called an electrical current.  

 

Today's investigation: Does electricity flow through everything?

 

For this investigation, you will need:

A clothes peg, 1D-cell battery, aluminium foil or 2 plastic-covered copper wires, a torch bulb, masking tape, scissors, ruler, a range of materials to test: safety pin, coins, cork, rubber band, leaf, water, paperclip, glass, plastic.

 

 

 

What happens?

You have made a simple electrical circuit. Some of your materials will let electricity flow through them and light the bulb.  These materials are called conductors. In your book, draw a simple table to record which the materials you tested and whether or not they are conductors  of electricity.

 

Why does this happen?

  • An electric circuit is the path through which electrons move
  • A switch is a material that acts as a bridge for the electrons
  • When the circuit is opened by the switch, the electrons do not move freely.
  • When it is closed, the electrons move along the circuit.
  • When you touch a good conductor and the tip of the bulb to the other side, you open a circuit.
  • The electrons flow from the negative part of the battery through the foil conductor and into the bulb
  • The electrons go from the bulb through the foil and back into the positive end of the battery
  • As long as there is no break in the system, the electrons keep flowing and the bulb stays lit.

This short BBC clip explains how a circuit works: https://www.bbc.co.uk/bitesize/clips/zj4ygk7

 

 

 

Mr Stenning, an electrical engineer and parent governor at our school sent in some photos of how he introduced electric circuits to his daughters.  Take a look: 

 

Turn on the torch and then remove the battery cover.  Connect the end of the battery to the case of the torch to create a circuit and turn on the light. If you don’t have a torch you can use any device that uses batteries, such as a kitchen timer.  Look at the battery.  What does the + and – signs mean?  How does the electricity move around the circuit, and which direction does it flow in?  If you have some other materials can you create a game using the torch battery and light?

 

 

 

 

 

 

 

We had fun with their circuit game at school last Wednesday. For more inspiration take a look at Oli and Eva's buzzer game on the y3 blog.

 

For additional information on circuits, this website is excellent:

https://app.senecalearning.com/classroom/course/387be3cf-f0c3-401f-9de4-e8658803ed6d/section/b18a03ac-7b8d-4d42-bbd1-f73005c5f92a/session

 

Next week you will need some copper and non-copper coins, paper towels and a lemon.  What could our experiment be?

TOPIC - HISTORY

L.O. : I understand what an Ancient Greek house would have looked like.

This week we will be discovering what houses would have looked like in Ancient Greece.  Men and women lived in different parts of the house. Women had the back and upstairs part.  Most houses in Ancient Greek towns were built from stone or clay. The roofs were covered with tiles, or reeds, and the houses had one or two storeys. The floors of the rooms were tiled to keep them cool, although in winter fires in metal baskets were sometimes needed.

Larger homes had a kitchen, a room for bathing, a men's dining room, and sometimes a woman's sitting area.

The houses were planned around a courtyard, and had high walls and a strong gate.  Much of ancient Greek family life centred around the courtyard.

 

Read through the following powerpoint to learn more information about houses in Ancient Greece.

Activity :

Now we’d like you to complete a short online activity using your knowledge about Ancient Greek houses.  It also gives you extra information that you may need to complete the activity.

Open the following online activity : in the 1st part of the activity you have to put each character into a room in the house (remember not everyone was allowed into every room in an Ancient Greek house), then for the 2nd part of the activity you have to give each character one of the objects from below the picture.  You will have to think carefully about which person in the house would use which object.  Have fun!

Ancient Greek home : http://www.ancientgreece.co.uk/dailylife/challenge/cha_set.html

Art/DT

L.O. : I can create a model of an Ancient Greek house.

For Art/DT this week we'd like you to create a model of a Greek house.  This activity links to your topic work.  We will leave it up to you to use whatever materials you like e.g. recycled boxes and cardboard, lego, you could even create one on minecraft (there are some useful tutorials on 'you tube' about making Ancient Greek houses but please check with an adult before watching these).  You do not have to include details of the inside of the rooms, just think about what the structure would have looked like from the outside. 

 

To help you visualise it, watch this video that shows a simulation of what an Ancient Greek house looked like : 

Classical Greek Home - 3D Reconstruction

Also, here are some pictures to inspire you : 

Images of Ancient Greek house models

PHSE - Relationships: Keeping Safe Online

 

This week we will be teaching you to know and use some strategies for keeping yourself safe online .

Do you have a tablet to play games on?  Might this be a game that you might be tempted to download and play online? What is it about this game that appeals to you? How do you ‘know’ it’s going to be enjoyable? Do you think this a safe game to play? What possible risks might there be with this app? There are interactions and messages with others online, why might this be risky? We have to be very careful when playing games online.  Sadly there have been many cases of people bullying each other online, messaging with ‘friends’ we don’t know in real life is not safe.  Our advice is to never  do this.

 

 

 

The internet is so huge that it is very difficult for anyone to manage. Here are some facts to help you to understand

• About 300 hours of YouTube video is uploaded every second;

• About 5 billion YouTube videos are watched every day;

• About 6000 new Apps are created every day.

That means that we have to use our common sense to decide which things we trust online and which things we don’t.

Look at the app advert again, do you ‘trust’ this App? The fact that it says 100% positive could mean that they have only had one review, or there could be 1000’s of reviewers; it doesn’t say. Percentages can be deceiving. Also, can we believe it’s the fastest growing game online? How can we trust this statement? Another area to be concerned about is the in-App purchases.  Do you know what this means? Many Apps are free to download, but then users need to buy things in order to get the App to work, or do additional things, therefore they are not always free in reality. Is this really being honest? Apps are also designed to look appealing in the same way that TV adverts work to encourage us to buy. The App is actually a ‘fake’.  We need to be extra careful online because not everything is always as it appears.  Now watch the following short video:

https://www.youtube.com/watch?v=aMSHtE42mmI

 

Here are some top tips to follow when online.

 

Which Top Tip do you think is most important? Which is least important? Do you think they are all of equal importance? Who would you go to if you were worried about anything online?

 

 

 

 

 

 

 

 

 

 

All of the above top tips are as important as each other, you must follow them all if you want to stay safe online.  If you haven't done already, talk to an adult at home about these simple safety rules.

COOKERY

RAINBOW KEBABS WITH GREEK YOGHURT DIP

Ingredients: A variety of colourful summer fruits such as strawberries, blueberries, kiwi, pineapple, melon or raspberries.  A pot of greek yoghurt, a lemon and honey to taste.

 

HOW TO MAKE FRUIT KEBABS

  1. Wash and gently dry the fruit.
  2. Peel the fruit (as needed) and cut it into bite-size pieces.
  3. Add fruit to the wooden skewers, in rainbow colour order, or as desired.
  4. Serve with Greek yogurt dip.

GREEK YOGHURT DIP

There are only THREE simple ingredients in the yogurt dip, and it takes less than five minutes to make:

  • Plain Greek Yogurt, full fat works best.
  • Lemon Juice: Fresh lemon juice gives you the best flavor. 
  • Honey: Honey adds sweetness and balances out the tartness from the lemon juice.

Combine the yogurt dip ingredients in a bowl and stir them together until everything is well mixed and smooth. Taste the lemon yogurt dip and adjust the amount of lemon juice and honey to your tastes.

French

Go back to the keystage 2 classes page or click here: https://www.holbrook-pri.suffolk.sch.uk/key-stage-2-classes/ and scroll down to Mrs Thompson's virtual tour of France.  There's lots of fun places to visit. Bon voyage!

Optional Music

Have you been singing along to Mrs Terry's 'song of the week' each week?  Some of the songs will have been familiar to you, but some will be new.  Every week there is a new song to enjoy.  Please find the link on the 'Class pages' section of our website...under Mr Perry's bedtime story or click here  : https://www.holbrook-pri.suffolk.sch.uk/class-pages/

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