Good morning Room 2. I hope we had a really good try at the work yesterday. I can only apologise for my weird sounding voice coming through on the PowerPoints. That won’t happen all of the time, I promise!
Maths
Starter
- I want you to shout as loud as you can the days of the week in order.
- I want you to now shout out the months of the year in order. Do you know them?
- Here is a quick recap on yesterday’s lesson. Have a go.
Stop watch or timer needed for today’s lesson.
Today we are going to practise estimating time in minutes. Work your way through the PP.
Below are two activity sheets. One has a few examples on it to get you started or the other is blank for you to make up your activites as you please. YOU ONLY NEED TO DO ONE OF THEM! Please send in photos of you completing some of your tasks. That would make us all smile. The more creative your challenge, the better!
Ideas of tasks you could do. Estimate in minutes how long it take you too…
- eat a sandwich
- tie your laces
- count backwards in steps of 3 from 36 to 0.
- Thread cheerios onto dry spagetti
estimate-and-time-in-seconds-activity-sheet table
Once you’ve completed the main task, for a bit of fun can you match up these activities with a sensible unit of time it should take to complete them? Follow the link below.
A matching activity. Can you match the job with a sensible amount of time?
English
LO: To spot and use fronted adverbials.
BASIC INFO NEEDED FOR FRONTED ADVERBIALS.
Adverbials are words or phrases that give more information to the sentence.
“I discovered fronted adverbials, earlier today.”
‘Earlier today’ is the adverbial.
“Earlier today, I discovered fronted adverbials.”
A fronted adverbial is when the adverbial word or phrase is moved to the front of the sentence, before the verb. So here, ‘earlier today’ is a fronted adverbial. For year three, we mainly look at Fronted Adverbials that explain when, where or how something has happened. So Daily = when, At the shop = where, Nervously =how.
Task
Using the interactive spinner below, spin the wheel and try and create an exciting sentence using the fronted adverbial given to you. See if you can complete at least 6.
Extension- If you are a keen bean, you can also try this as an extension activity. Don’t feel you have to though. Answers are at the bottom of the sheet.
Reading Comprehension
Same thing as yesterday, another non-fiction piece of writing, hopefully building on yesterday’s work. Remember, if you are struggling, ask someone older then you to help you and you never know, you might learn even more by talking/discussing it through with an adult then just doing it on your own.
Science
Learning objective (LO): To identify forces acting on an object.
KEY INFO FOR LESSON: A force is a push or pull acting on an object. Forces can make objects stop or start moving.
Before you start the unit, can the children complete this mind map. We use these as a pre-assessment to see what the children already know. We keep them and then at the end of the unit we go back to them and add to it. Hopefully, there should be lots more the children can add. Activity Sheet Forces and Magnets Mind Map
Work your way through the PP. Read the slides carefully because they will tell you what to do. Lesson Presentation Pushes and Pulls
Watch clip http://www.bbc.co.uk/bitesize/clips/zkw8q6f
While watching the clip, see if you can spot lots of different activites using either a push or a pull force. See how many you got right.
Main activity
Split your page in half and label the heading push/pull. Either write them down or cut out the cards and sort the activities into whether they require a push or a pull. Could any of them be both?
Extension- Draw an arrow on each picture to show where the push of the pull force is coming from.
