Year 3 Online Learning
Welcome to the 2nd half of the Spring Term. We are really hoping we can welcome you all back to school soon. We have uploaded all lessons for the half term in case we don't come back as quickly as we hoped or if anyone has to self-isolate.
Weekly Timetable
| Monday | Maths | English & Spellings | R.E/French |
| Tuesday | Maths | English & Spellings | Computing |
| Wednesday | Maths | English & Spellings | Science |
| Thursday | Maths | English & Spellings | Geography |
| Friday | Maths | English & Spellings | Art |
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Spring Term 2 Week 1 Commencing 22nd February
EnglisH
You can follow a link to the short film by clicking on the image above.
Dream Giver
In this learning journey, we are going to be retelling the story of the Dream Giver and having a go at changing some of the details in the story. There will be different grammar focuses throughout the story, if it is less confusing to follow the details in the story and describe it at it is presented in the short film, without any changes, that is absolutely fine too. Our aim is to give a narrative for the short film and present it as a published book.
This week Year 3 we are going to complete the narrative to our versions of the Dream Giver and have an opportunity to publish our final edited draft. This Thursday is World Book Day and we will have separate activities planned for that day.
We will not be introducing new grammar this week as it will be a good opportunity to embed the skills that were practised last week. Remember to try to include them as you go.
You have all been doing an amazing job Year 3, if the writing is a little much this week, have a go at presenting your story as a comic. You can just write a sentence or two underneath to explain what is happening at each stage of the story. Remember to still make good vocabulary choices and try to start your sentences a different way each time. You have your time connectives you thought of on Monday too.
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Monday We left story on Friday introducing the Dream Giver and we used an embedded clause when explaining how he gave the dreams to the sleeping children. Today, can you have a go at thinking about an object the Dream Giver could pour his magic liquid onto? In this paragraph you will describe the object the Dream Giver pours his liquid over, how the dream comes from the object and how it moves into the child’s sleep.
Example The Dream Giver, who moved excitedly towards an opened book, tingled with excitement knowing that this boy's dream was going to be filled with marvel and wonder! The previously solemn child drifted towards the stars with an overjoyed expression on his young face. Pleased with his work, the mysterious figure swept on across the room towards his next subject.
Meanwhile, the boy was immersed in a world of rockets and space suits! Turning in his sleep to peep through the spaceship window at the earth below, his leg gently knocked one of the magical eggs, carelessly left behind on his soft duvet. It fell slowly towards the ground, breaking with a silent crack on a much more frightening paperback - a volume so monstrous an item that it should not be present in any child's dream. This, as the child would soon realise, would have dramatic consequences for his blissful dream of his home Moon.
Tuesday Today we will be describing the problem the character faces in the story. You will need to think of a book, or place that your new dream character can fall into and something or someone they will meet. In this part of the story, we will focus on using a mixture of short sentences to build tension, as well as complex sentences to describe the characters’ appearance and actions.
Example From the thrill of space, the boy suddenly found himself in a beautiful, peaceful forest. Fluttering around the clearing, stunning butterflies of many colours landed on his finger! A calm smile spread across his innocent face. However, it was not to last for long. Loudly spreading towards him came a terrifying, ear-splitting growl - a sound that made the trees shake and his young heart stop. He was alone! Even the butterflies had gone. With a fear that almost paralysed him, he tentatively turned towards the sound. Red eyes, which were long and narrow, glinted in the shadows of the trees. Then it emerged - a creature that would frighten even the bravest of warriors. All he could think about doing was running, so he did. He ran like his life depended on it (which it did!). Through the trees, leaping over rocks, out into the bright sunshine...but still it chased. Turning back to check his path was clear, he realised his time was up. He had reached a precipice - below him was a drop that no-one could survive and behind him lurked the monster. How could he possibly escape? |
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Wednesday Today we will be writing the resolution and ending to our stories. You need to describe the Dream Giver entering the book and think about how he will rescue the dream character. Remember, this is a dream and you can be as creative as you like.
Example With the death defying cliff edge ahead of him and the enormous beast behind him, the terrified child gave up. However, he was suddenly aware that something had changed. Yes, the monster was still growling, but it no longer seemed to be getting any closer. Peeping carefully under his arms that had been shielding his eyes, he noticed some strange objects hurtling themselves at the earth around his attacker. What were they? They appeared to look like golden...eggs? Where they hit, thick, steel-strong vines were growing rapidly, strangling and constraining the beast! Even before he could uncurl and assess the situation that was unfolding, where certain death had been just moments before, grew a colossal tree! Relief flooded through every vein and bone in his body. He collapsed on the floor in a deep and restful sleep. Rescued from his nightmare, the boy's eyes, which were blurry and wet, fluttered gently open and he slowly sat up. He rubbed his eyes and glanced down at the duvet, noticing his discarded library book that was exactly where he had left it. Unbelievably, the contents of it were not how he had left them. Right there on the open page, was a brand new picture; a picture of him in a space suit cowering next to a huge tree. Between the roots of the enormous plant, he could just glimpse a closed eye and a claw of what had once been a terrifying and nightmarish creature.
In the corner of his eye, he thought he noticed a slight movement of light rushing towards the strangely open window. Before he could begin to wonder what it was, it had gone. |
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Thursday - WORLD BOOK DAY
Friday Today is a chance to publish your story. As we complete our journey, we edit and improve as we go and it is nice to see the final product as a completed draft. It is up to you how you would like to do this; you can write your new alternate story by hand with pictures, as a slide show presentation, as a comic or you can always record your narrative and upload it to SeeSaw. We can’t wait to see what you come up with!
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Spellings
Please ask your child which adult did their spelling test and give the matching spellings. If you are unsure, please email us. Spelling tests take place on Tuesday and new spellings are issued on Wednesdays.
| Ms Piddington | Mrs Robbins | Mrs Chance & Ms Jones |
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Focus - ea
head instead heavy weather ready spread Common Exception parents |
Focus - word sets
forget forgetting forgotten begin beginning beginner prefer preferred preferring garden gardening gardened gardener limit limited limitation
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Focus - word sets
sad sadly complete completely actual actually usual usually final finally comic comical comically accident accidental accidentally |
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READING
Please follow the link to explore Oxford Owl. It includes a range of coloured spot books that match those that children read in school. If your child is a free reader, please encourage them to continue choosing books to read from home.
Maths
This week we are moving onto 'Measure - Length'. Ms Jones's and Mrs Chance's groups will be undertaking the same work. The children need to choose the most appropriate activity sheet which they feel they can best complete.
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Mrs Chance's & Ms Jones's maths groups
You will need a ruler and tape measure this week.
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WRM = White Rose Maths (online learning) Some 'Mymaths' activities have also been set on the areas below. Just remember before completing any task, to either watch the WRM videos or undertake the Mymaths lessons first. |
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Monday - Measuring in cm and mm |
Activity 1 - Measure length WRM video Activity 2 - measure cm and mm sheet (choose 1 to complete) |
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Tuesday - Measure length m |
Activity 1 - Measure length m WRM video Activity 2 - measuring objects m & cm Activity 2 - measuring objects m & cm PDF doc
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Wednesday - Equivalent lengths m and cm
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Activity 1 - equivalent lengths m & cm WRM video |
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Thursday - Equivalent lengths cm and mm |
Activity 1 - equivalent lengths mm and cm WRM video |
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Friday - Comparing lengths |
Activity 1 - comparing lengths WRM video |
| Optional greater depth extension tasks based on the areas covered this week. Wonder who is going to have a go at any of these???? Share them if you do!! |
Every week we test TTRockstars and set children the next times table. In order to pass the table, children need to complete the whole sheet in 3 minutes with less than 3 errors. Please find the practise sheets below. They are in the order of completion:
x10 Table x5Table x2Table x2/5/10Table x3Table x4Table x8Table x3/4/8Table
x6Table x7Table x9Table x11Table x12Table Masters
Science - plants
Geography - Spring 2
This half term, our geography is about Emsworth! We will look at how the land in and around Emsworth is used and how the town has changed over time. It is a great opportunity to get outside and explore your local area!
| Week | Activity | Resources |
| Week 1 |
Map of Europe Talk with your child about the different continents. Can your child name all of them? You could look at an online map or an atlas with your child to see where each continent is. Then, use resource 1 to label the countries that are found in Europe. ‘Resource 2’ has various maps of Europe that you can use to help! |
Resource 2 |
| Week 2 |
Map of the UK Look back at last week’s map of Europe and ask your child to locate the United Kingdom. Discuss which constituent countries make up the UK and follow this link to watch a short clip. Then, use ‘Resource 3’ to label the four countries of the UK, major cities and seas or oceans. You could use an online atlas to help you. |
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| Week 3 |
Map of Hampshire Look back at last week’s map of the United Kingdom. Ask your child to point out where they think Emsworth is. Do they know in which county Emsworth is located? Look through ‘Resource 4’ with your child. Finally, use ‘Resource 5’ to zoom in to Hampshire and label the map with the features at the bottom of the sheet. ‘Resource 6’ has several different maps that could help. |
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| Week 4 |
Local land use If you are able then it would be great to go for a walk in Emsworth or your local area with your child. Talk about how the land is used for different purposes (e.g. allotments, retail, schools, roads etc.) What different land uses can you spot on your walk? When you get home, look at ‘Resource 7’, which is an aerial photograph of Emsworth. Ask your child to label the different land uses in the photograph. |
Resource 7 |
| Week 5 |
Different settlements Ask your child to look at the aerial photographs of local hamlets, villages, towns and cities (Resource 8) Follow this link and watch the short video about different types of settlement. Then, label the features of different types of settlement on ‘Resource 8’ |
Resource 8 |
| Week 6 |
My route to school If you are able then travel from your home to school. If you are not then you could complete the journey virtually using Street View on Google Maps. Then, ask your child to create a map of their journey to school. What details or landmarks can they remember? What map features will they include? |
R.E. - Spring 2
This half term, our RE learning is about how Jesus was welcomed when he arrived in Jerusalem at the beginning of Holy Week. Your child will think about how they are welcomed in different situations and how Christians recreate the welcoming of Jesus at Easter time. There is a short task for each session but and some optional ‘something extra’ which can be completed if your child wishes.
| Week | Activity | Resources |
| Week 1 |
Talk to your child about where they have been welcomed and how they were made to feel welcome (for example Beavers, Rainbows, school, church, swimming lessons, clubs etc.) Ask your child to write these ideas down or draw them if they wish. You could ask these questions to help get some answers: Can you only welcome people using words? What else can you do? How do you feel when you go somewhere new or meet new people? How does it feel if you are not welcomed?
Something extra? Use an online dictionary to find out the definition of the word ‘welcome’ Role-play different ways of welcoming people Find out how are people welcomed in different cultures |
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| Week 2 |
Read or tell the story of Palm Sunday (Mark 11:1–10) to your child. You could use resource one or use a different one if you prefer. Ask your child these questions: How do you think Jesus felt? What were the people doing to welcome Jesus? Why were they welcoming Jesus? Do you think everyone felt the same?
Finally, ask your child to write a diary entry as Jesus. If your child finds this tricky then you could ask them to make a cartoon of Palm Sunday using Resource 2.
Something extra? Act out Jesus being welcomed on Palm Sunday Use Resource 3 guided imagery to help your child imagine the events of Palm Sunday |
Resource 3 (guided imagery) |
| Week 3 |
Look at the pictures of Christians recreating and celebrating Palm Sunday (Resource 4). Discuss what the images show and then ask your child to explain how Christians recreate the welcome of Jesus? Make a paper cross using Resource 5 (Paper Cross)
Something extra? Follow this link the listen to the hymn ‘Sing Hosanna’. Look at the lyrics with your child and discuss what they might mean. Can you and your child join in with the song? |
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| Week 4 |
Discuss the following questions with your child: Is it important to welcome people? Why/why not? What if we didn’t welcome people? Was it important for people to welcome Jesus on Palm Sunday? What if they hadn’t welcomed Him? Did everyone welcome Jesus? Why/why not? How might He have felt if some people did not welcome Him? Should we welcome people? Why/why not? |
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| Week 5 |
Talk with your child about when they have felt welcomed and about how that feels. Then ask them if they have ever not been welcomed. Ask your child: What made you feel welcome or not? How could you have been made to feel more welcome? Finally, write a poem about your feelings when you are welcomed or not made to feel welcome. This could be an acrostic poem that spells the word ‘welcome’ down the side of the page. |
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| Week 6 |
Tell your child to imagine that a new child was going to start in Lions or Tigers class. Then discuss these questions with your child: What could we do, make or tell them? Does it make a difference if they are older or younger? What about teachers or other visitors? Finally, make a welcome pack or some items for new pupils into the class. These could include a welcome card, welcome badge; make an information sheet, pictorial map, or even a who’s who of important people to know! |
computing
This half term we are going to use our knowledge of coding blocks from scratch and apply it to a dance programme. This programme is free and you don’t need to download it. Follow the links below to get started:
| Week 1 |
Watch the introductory video here: https://studio.code.org/s/dance-2019/stage/1/puzzle/1 The have a go at completing Puzzle 1: https://studio.code.org/s/dance-2019/stage/1/puzzle/1 Now try Puzzle 2: https://studio.code.org/s/dance-2019/stage/1/puzzle/2 |
| Week 2 |
Try puzzle 3. This time you are programming a dance off: https://studio.code.org/s/dance-2019/stage/1/puzzle/3 Now try puzzle 4: |
| Week 3 |
This week we are going to move onto puzzle 5 and 6: https://studio.code.org/s/dance-2019/stage/1/puzzle/5 |
| Week 4 |
Watch the video and try out puzzles 7 and 8 |
| Week 5 | |
| Week 6 |
https://studio.code.org/s/dance-2019/stage/1/puzzle/10 What can you create? Share your dances on seesaw. We can’t wait to see them! |
FRENCH
We are revising some of the same topics undertaken last half term using the Oak Academy site. Remember to use 'Chrome' when opening this site. Last term's PowerPoints have been left in case some children wanted to revise them again.
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Oak Academy Videos C'est moi - It is me |
Last term's PowerPoints |
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Week 1 - Introducing yourself |
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Week 3 - Saying the months |
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Week 4 - Saying the month your birthday is in |
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Week 5 - Saying your age, name and birthday |
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Art
This half term I have included a selection of art activities as well as some crafts. I’m sure you’ll have fun giving these a go, I think we all need something a little different by now! You do not have to complete these in any particular order, or even on a Friday.
Activity 1
Today we are going to have a go at painting in the style of Giuseppe Arcimboldo. He was a famous Italian artist who liked to have a bit of a joke when he painted. You can see a short introduction to his work here https://www.youtube.com/watch?v=7TVsSjv9zEY
Why don’t you have a go at creating some faces using household food and objects? Here is one I had a go at and some other examples of his work and children’s work too.
Activity 2
Here is a recipe for home made bath bombs. We did these with key workers in school during the last lock down and they are super fun and easy. Citric acid is a key ingredient which you’re not likely to have around the house but it is in supermarkets and Wilkinson’s have it in their home baking/ brewing section.
Activity 3
2 Sessions
Today we will be sketching and using watercolours to paint spring flowers. We will have ago at sketching individual flowers to focus on the detail and create one individual flower to label for our Science.
Here are some examples of spring flowers if you can’t get hold of any yet.
Once we have had a go at securing the details and variants in colour we will be putting different flowers together to make a bouquet.
Activity 4
This time of year the cherry blossom looks amazing as I drive into school along Selangor Avenue so I thought we could recreate it. Here are some instructions to show you how to recreate a blossom branch like this one.
Activity 5
This half term we will be writing our own narrative for the story of the Dreamgiver. Can you have a go at creating your own front cover for your story? You can do this any way you like and be as creative and imaginative as you like.
PSHE
Our PSHE element this week continues with 'Too much selfie isn't healthy' theme. This week, we would like the children to think about a person who looks after them. We then want them to consider these questions:-
- How does that person look after them (what do they do)?
- How does it feel to be looked after?
- How can the children show their appreciation?
Please do not hesitate to contact us with any queries.
l.chance@emsworth.hants.sch.uk
r.boxall@emsworth.hants.sch.uk
d.jones@emsworth.hants.sch.uk
s.mackie@emsworth.hants.sch.uk