Learning Project

WEEK 10

Scrumdiddlyumptious! – Y3

The expectations are that KS2 complete 5 hours of learning daily and KS1 complete 3 hours daily

Weekly Maths Tasks

Weekly Reading Tasks (Complete 1 per day)

Essential - Complete these everyday

• Complete daily maths challenges, located under ‘Remote Learning’ on the school website.

Additional:

• Play on Hit the Button -  Focus on times tables, division facts and squared numbers.
• Practice writing out your times tables on a piece of paper – rehearse them afterwards.  
• Working on Times Table Rockstars. If your child works on Numbots in school they can access this with the same login – this log on is located inside the front cover of your Remote Learning book.
• Log onto Education City and complete tasks set by your teacher – you will also find this log on inside the front cover of your Remote Learning book.

• Read your home reading book or a book that you have borrowed from the library.
• Following this, summarise the events from the book. You could bullet point what happened, create a comic strip or present the information in your own creative way.
• Whilst you are doing this, note down any unfamiliar words from the chapter that you have read. Explore the meanings of these words by using a dictionary or ask an adult to help you with any tricky words.
•  Read something around the house that isn’t a book- you can then complete your reading diary following this.
• Write a book review about the book/books you have read.
• Write a new and exciting blurb for your book.

Weekly Spelling Tasks (Complete 1 per day)

Weekly Writing Tasks (Complete 1 per day)

• Practise the Year 3 Common Exception Words – See list on the remote learning section of the website.
• Choose 5 Common Exception words. Write them into a sentence including capital letters and full stops.
• Create a vocabulary bank about ‘Urban Pioneers’.
• Make your own vocabulary quiz using 5 topic words and challenge someone else in your house. Remember: for each word you will need to include one correct answer and at least one incorrect answer for somebody to choose from.
• Proofread your writing from the day. You can use a dictionary to check the spelling of any words that you found challenging. This will also help you to check that the meaning of the word is suitable for the sentence.

• Identifying and matching key features of persuasive texts to their definitions.
• Read the advert- Interactive Baby Dragon text, answer the questions which follow to identify key features used within the text.
• With an adult, talk about your favourite sweet or chocolate bar and what your dream chocolate bar would look like or taste like. You could make some notes in your book. Next, can you match the sweet to the description on the activity sheet? Then try the activity- matching slogans to the correct product.
• Now it’s time to create your own slogan and design your own chocolate or sweet. Create a mind-map to explore what will it look like? What will it taste like? What shape will it be? Then using the template provided, design your own chocolate or sweet.
• Write a description of your new product for a poster in a magazine to advertise your new chocolate bar or sweet so that others will want to try and purchase it. Use your notes made throughout the week to write in full sentences which make sense. Remember to include key features of persuasive texts, see activity sheet.

Learning Project - To be completed throughout the week

Here is an overview of tasks we’d like the Year 3 children to be completing at home over the next six weeks.

Scrumdiddlyumptious!

We’re going to enjoy a yummy journey of discovery, sampling fantastic fruits and tantalising treats!

Art, Design and Technology:

• This is a perfect opportunity to taste new foods and have a go at following recipes. Why not bake healthy muffins or prepare a slow cooker stew with an adult?
• You could also sample adventurous foods from around the world.
• You could read the packaging of foods in your fridge to find out where they have come from.
• Do some observational drawings of fruit and vegetables. Look closely and add in detail using some of the sketching skills we’ve learnt about in school.
• Use play-doh, clay, salt dough or papier mâché to make your own pieces of fruit or veg.
• Design and make packaging for a fantastical fruit or silly sweet! Gather your ideas from real life packaging samples collected from home. Plan your designs thinking about text type, colours and materials you might use.

Music:

• Listen to and sing along to the song Food, Glorious Food from Oliver! Can you learn part or whole of the song and perform this confidently to someone at home?
• Explore sounds that can be made by shaking, tapping, blowing and beating different foods and food packaging. Can you make a shaker and create different rhythms and keep a pulse?

Spanish:

Listen to the following fruit song/videos  https://www.youtube.com/watch?v=__8RhpqIWkU or https://www.youtube.com/watch?v=Ob4r1bDj2MA to learn the Spanish names for lots of different fruits. Once you have listened to them a few times, have a go at labelling fruits in Spanish on the sheet. Can you find the different Spanish fruits in the word search?

Next can you write your own shopping list and say it aloud in Spanish? Here’s a good website to help you with this challenge: https://www.bbc.co.uk/bitesize/topics/z4mvr82/resources/1

PE

As often as possible, join in with Joe Wicks 30 minute daily exercise videos on Youtube at 9am. Refuel with a healthy snack and a drink of water.

History

Find out more about the man James Lind. Make a PowerPoint about or create a timeline of his lifetime.

Science

• Find out about the different food groups and sort a range of foods from your own fridge and cupboards into these food groups with an adult’s permission.
• Create a plan for a nutritional packed lunch box or picnic.
• With an adult, do a ‘blind feel’ of a selection of food inside a bag. Describe what you can feel. Can you guess what the item is?
• Explore a range of foods using touch, smell and taste. Sort and classify items according to your own criteria and explain your ideas.
• Investigate how food can be altered with a grown up. E.g. Water into ice. Bread into toast. Melted chocolate into solid chocolate. Which of these are reversible processes and which are irreversible?

Geography:

Research the journey taken by a banana from its country of origin to the fruit bowl. There are some good Fairtrade resources available online which could help you with this. Present your findings in an interesting way of your choice.

Please see your weekly learning page for your RE task of the week.