Welcome to Year 3!
It's so lovely to have you all back in school and ready to learn again!
If you no longer have the app on your phone or tablet, please reinstall it and ask for a joining code. This is the only way I can contact you with messages, news and updates. Please email me or get in touch with the office to request a code and one will be sent home with your child. Thank you for your continued support.
The Year 3 team
Mrs Ballinger - Class teacher 3B (email: email@example.com)
Mrs Rous - Class teacher 3R (email: firstname.lastname@example.org)
Mrs Skilleter - Year 3 Learning Support Assistant
During the current COVID19 situation, please use school emails to contact us about any non-urgent issues.
Anything more urgent can be passed to us via the main school office.
Thursday is PE day and children should have a change of footwear, under present COVID conditions, children will not be getting changed into a full PE kit, but they must have trainers or pumps to change into. They will be learning sports that require no contact such as dance and fitness while restrictions remain in place. Swimming will not take place for Year 3 children for the foreseeable future.
Homework will be given out on a Friday and should be handed in by the following Wednesday. Homework consists of Arithmetic, Grammar and a short reading activity. Homework should be completed in pencil or a black or blue pen. Children will be awarded team points for completed homework pieces. In addition to this, children are expected to have read at home 3 times each week and have this signed by an adult in their diary.
Weekly spellings are stuck in the spellings section at the front of your child's diary, new spellings are given out on a Friday and will be tested on the following Friday.
Mini Mission 1 - Charlie Small Gorilla City
Jim and the beanstalk
After reading his story, the giant then sent some challenges for Year 3 to complete.
Challenge #1 - Explain the role of the various parts of the plant.
Challenge#2 - Explain how water is transported through a plant.
Challenge #3 - Explain the role of a flower in pollination.
Challenge #4 - Explain the different types of seed dispersal.
He was a very demanding giant!! We put all of our explanations together into a book to explain everything that we learned about flowering plants.
Have a look... 👀
There was a story in the local paper about a group of archaeologists finding some bones. They needed help in finding out the age of the person that the bones belonged to. They needed some primary school children to measure their bones to help them. We measured our cranium (skull), radius (one of the bones in the lower arm) and our tibia (one of the bones that connects the knee to the ankle). We put our measurements in a bar graph so that we could compare our bone lengths. we found out that even though Year 3 children are of a similar age, our bone lengths are different. However, we did discover that the measurements fell within a range so that we could tell the archaeologists that if the bones were between these ranges then the person whose bones they were could be aged between 7 and 8 years old. If they were shorter then the owner would be younger and older if the bones were longer. Good detective work!
Throughout Science during this mini mission, we learned about the function of our skeleton and the names of the major bones in it. When we looked at the way in which the skeleton fits together we discovered that there were three different types of joints in the skeleton that help us to move in different ways. Hinge joints, sliding joints and ball and socket joints.
We also learned about the different food groups that our bodies need in order to stay healthy and which ones that we should eat less of. We designed our own healthy meal to show our choices of these food groups.
For our Design and Technology project, we used our knowledge of how bones work to make a working model of a hand to prove that ligaments are needed to move the joints.
We investigated hinge joints and ball and socket joints to understand how they work in different ways.
Our design used straws to represent the bones and string for the ligaments. Once completed, we attached elastic bands to the ends of the string. When you pull on the bands the ligaments are stretched and this makes the fingers move at the joints. When the ligaments are relaxed the joints move back. Pictured below are two examples of the finished 'bionic' hand.
During this mini mission, we will be using the Viking Saga - The Dragon's Hoard as a starting point to learn about the Vikings. We will discover who the Vikings were, where they came from and why they came to Britain. When looking at historical evidence we will understand the difference between primary and secondary sources and use these to research questions that we have about how Vikings lived. In guided reading we compared different stories about the Viking Gods.
After reading The Dragon's Hoard, we wrote our own version, creating a new Viking saga.
Welcome to the Spring Term.
A bucketful of beans.
In this mini mission, children will investigate where a variety of their food comes from, making links to locations, climates and biomes. They will consider the 'carbon footprint' and the impact of this on the environment as they plot the journey of a cocoa bean from its origin to the UK. In design and technology, they will design and create their own healthy smoothie considering the seasonality of the ingredients, taste, appearance and the appeal of the packaging. Children will develop their geography skills by using atlases and digital mapping, in particular looking more closely at South America.
Throughout the mini mission, children will be writing across a range of genres; writing a recount of the journey of a cocoa bean from source to factory in the UK, creating instructions for making a smoothie, using scientific writing to explain an investigation.
In guided reading sessions, we will be reading Charlie and the Chocolate Factory by Roald Dahl. The children will be making predictions, summarising, asking questions in order to understand the text and examining the author's use of language to create images for the reader.