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 

1. I want you to shout as loud as you can the days of the week in order.
2. I want you to now shout out the months of the year in order. Do you know them?
3. Here is a quick recap on yesterday’s lesson. Have a go.

Maths Starter 7.1.21

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.

estimates of time

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…

1. eat a sandwich
2. tie your laces
3. count backwards in steps of 3 from 36 to 0.
4. Thread cheerios onto dry spagetti

estimate-and-time-in-seconds-activity-sheet table

estimating time blank 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.

Visit this website for a short video about what a fronted adverbial is. There is a short quiz too at the end.

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.

Fronted-Adverbials-Mini-Test

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?

Forces Cards-A6

Extension- Draw an arrow on each picture to show where the push of the pull force is coming from.

Hello Room 2,

I hope you all had a wonderful Christmas and that Santa treated you with some lovely presents.

This all seems very strange to be in lockdown again but we will try and make this as smooth as possible. We will be trying to stick to a fairly similar routine of what we would have been doing if we were in the classroom. So there will be some Maths, English, some reading and an afternoon activity. Obviously, some lessons will need to be changed or tweaked so everyone can access them so please bare with us as we try and sort everything. I think until we are feeling a little more confident with all this technology, this week’s lessons may be more of a recap or a stand alone lesson. Hopefully, by next week we can start some new units of work and get things going again as best as we can. Thank you x

Maths

Starting a new unit of maths, telling the time! Time is such an important life skill and something that you can easily practise at home.

You many need a multiplication square to help you. Print it off and keep it as you may need it for other lessons.

multiplication square

Follow the PP below with audio on as I will go through a couple of examples.

Measurements of time

Below are some sheets you can have a go at, they are labelled Bronze, Silver and Gold. Bronze is the easiest and Gold is the hardest. Ask a parent to go through the answers with you.

calculating time durations

Answers

calculating time durations Answers

English

SPAG time! Below is a PowerPoint using the articles a or an. I have done a little voice over recording on some of the slides to help guide you through it so make sure you play the slide show.

An or A?

Activity sheet to complete

Activity Sheet I Can with an An!

Let’s see what you have learnt.

An or A Mini Test

Reading Comprehension

Last term, we had a go at writing non-fiction texts (seed dispersal). We learnt that when reading non-fiction, you don’t necessarily need to start at the beginning and read through to the end like you would a book. However, when you do use non-fiction texts it is important to use the features given to you to help locate information quickly e.g. use a contents page, glossary for any words you are unsure of etc. This reading comprehension is all about you reading the table headings first in order for you to retrieve the information. When you read the questions see if you can spot key bits in the question first before you look back through the text.

For example:

When were the three bridges built? The highlighted parts are the key bits of the information. When implies a date of some sort, three bridges means you will need three answers and built is the heading you need to look for in the table to find the answer.

Please have a go at the reading comprehension below. If you are confident with reading then have a go yourself. If you find reading a challenge, get an adult or an older brother and sister to read the comprehension and the questions to you but you have a go at answering yourself. By reading with an adult it helps both you and your adult know which parts you struggled on and they can then help you or discuss it with you so you can understand it better.

PE

If you were all here, you would be having Crossbar but as exercise is important follow the video below for some great dancing moves that will get your heart pumping!

Born to Move

A collection of photographs I forgot to post before Christmas of Room 2 enjoying playing a traditional Jewish game called Spin The Dreidel. This game, is usually played during the Jewish festival of Hanukkah, which usually falls in December. Jewish children would usually play with sweets but unfortuantley, Room 2 had to make do with counters (cue many a groan from the children, sorry!)

Some children seemed keen to play this at home, so I will attach a net in order to make the driedel and the rules too.

Hanukkah Dreidel Net T-T-4422-Hanukkah-Dreidel-Game_ver_2

Dreidel Game Rules

We will continue to focus on the Jewish faith next term with particular focus on the importance of the Torah ( the Jewish sacred text) and the stories within it and another religious festival known as Passover, a festival celebrating the freedom of the Israelites from Egypt with the help of Moses.

Over the last two days, Room 2 have dived into investigating the different parts of a flower and how they are useful for pollination and the survival of a plant. We have been introduced to lots of scientific vocabulary such as…

• Nectar
• Nectary
• Style
• Stigma
• Stamen
• Anther
• Filament
• Ovary
• Ovules
• Pollinators
• Fertilised

We have dissected flowers to identify the key parts and then organised the chronology of how pollination happens. I have to say, Room 2 have been absolutely fantastic at this, they are scientists in the making!

If you want to have another go at home, Lillies and Tulips offer the best chance to see the stamen and stigma clearly but please ask permission before you go pulling your mum’s or grandmother’s flowers to pieces!

Today, Room 2 have set up an experiment investigating how water is transported through a plant. We are particularly looking at whether different temperatures affects this. We are using celery and food dye and we will be measuring how much water is lost over 24 hours. However, you can do a similar experiment at home where you can watch to see if a plain white flower can change colour and if so, how dark does it become?

If you want to try this at home, you will need:

• White flowers such as carnations or celery with the leaves on.
• 100 ml of water
• 5 tablespoons of food dye (dark colours work best)
• Slightly, split the stem as this helps with water transportation or split the stem and put each side in a different colour. Can you create a multi coloured flower?

Have a go and see what happens. If you are successful, please take a photograph and either email or send it in so we can have a look!