year 3 home learning activities wb 04.05 · looking on kiddle – who are the kayapo tribe? what...
TRANSCRIPT
Year 3 Home Learning Activities – WB 04.05.2020
This week’s work follows on from the learning that was set last week.
This week’s focus is: Life in the Rainforest, Plants Investigation
Project:
Research questions – use the links below help answer the following questions: Parents – please be aware the tribal people don’t wear many clothes. You may want to watch the videos before you show your child and have a discussion about how this differs to our culture.
http://www.survivalinternational.org/films/awa-bbc - Protecting the Awa tribe; https://www.nationalgeographic.com/culture/2018/08/brazil-uncontacted-tribe-indigenous-people-amazon-video/ - Kayapo tribe http://www.survivalinternational.org/tribes/uncontacted-brazil - Uncontacted tribes in Brazil. http://www.youtube.com/watch?v=-UNjMKHck1g - Children’s field trip to visit the Maleku tribe.
http://www.youtube.com/watch?v=kUYN5ZwCoV0 - Homes of the Congo rainforest.
How does the life of tribal families differ to yours? What traditions do tribal families have? Where do they get their food from? What do homes and settlements look like in the rainforest?
Looking on Kiddle – Who are the Kayapo Tribe? What facts can you find out about them?
Task: Draw a table and write similarities and differences between the tribal people’s culture and our culture. Please see attached information powerpoint for additional information.
Similarities Differences
Task: Use the pictures below to help you to design and make a rainforest home. You could collect twigs and leaves on your next walk if you don’t have any in the garden.
Project – Art:
Explore tribal art in relation to the Kayapo tribe – search on Kiddle images.
Design your own Kayapo-style pattern, try using some of these different pencil techniques.
Project – Science:
Task: Investigation question:
Can plants survive without one of the requirements it needs to grow?
What you need:
Seeds Plant pots (can use plastic cups) Soil
Instructions:
For life and growth, plants need soil (nutrients), water, sunlight, air and room to grow. You need to plant two seeds separately and decide which requirement you are going to investigate.
E.G. If you’re going to investigate what happens when a plant doesn’t have any soil, 1 of your seeds needs to be given soil and the other one will just be put on a tissue in its pot. Everything else needs to stay the same so that this is a fair test. They will both need to be put in sunlight and be given the same amount of water.
You can test sunlight, water or soil (you could test them all if you have enough seeds and cups). Don’t forget to make a prediction! What do you think will happen to the plant that doesn’t have something it needs?
Once they’ve been planted – don’t forget to look after them and watch them grow.
Task: Keep an investigation diary – fold some A4 sheets of paper in half to make a booklet.
Design your own front cover for your booklet.
Include all this information on each page.
Fill in your diary every other day.
Please see attached powerpoint Plants Quiz.
Date: ___________________________
Labelled Sketch:
Height in cms:
Amount of leaves:
Plant 1 Plant 2
English:
Session 1
Page 12:
Questions:
What adjective is used to describe the plane?
The books says ‘people streamed from their huts to greet her’. How do the Tirian people feel about Gabriela?
Can you find any other phrases or sentences from the text that tell us they feel this way?
What does ‘Now Gabriela could speak effortlessly in their language’ tell us about the kind of person Gabriela is?
What do you think her book is about?
Task: Here are some synonyms for small. Synonyms are words that have similar or the same meanings. They have been put in order of how powerful they are.
Think of five different adjectives and find synonyms for them. Put them in order of how powerful you think they are. You can colour them in different shades of the same colour, just like the one below.
Session 2
Page 13:
small
modest
petite
tiny
miniscule
Questions:
What grammatical feature is ‘As always,’? (Clue - it comes at the front of a sentences)
Why do you think Gabriela always goes to see the chief first?
Why is it meaningful that she has had the book written in the Tirian language?
What do you think the chief might have called a meeting about?
Page 14:
Questions:
What punctuation shows you that Kamanya is excited to have been chosen by the chief?
What does the word apprentice mean?
Who in the story is the apprentice?
Why is it important for the tribe that someone learns Nahtahlah’s knowledge of healing powers of the rainforest?
Why does Gabriela have a ‘full and happy heart’?
Session 3
Page 15:
Questions:
What does ‘passed on to the spirit world’ mean? Why do you think the author used this phrase?
What two adjectives are used to describe Kamanya?
Task: Read the author’s note. Why do you think they wrote this story? What message do you think they wanted to give to people reading this story?
Below are two pages from the book that show plants from the Suriname Rainforest:
Task: Use the phonetic spelling from the Tirian language and decide whether it would need the determiner ‘a’ or ‘an’ in a sentence. Draw and complete the table to show this.
Think of the rules we know – whether it starts with a consonant or vowel sound and say them out loud to see which sounds right. One has been done for you.
Nahtalah needed …
a an weh-da-go ah-lu-gah-lu-gah
Session 4
Read the whole story again or you can listen to it being read here https://www.youtube.com/watch?v=Nvr4tY5KkSM
Have a look at the blurbs on some books you have at home. Notice that they don’t tell you exactly what happens but tell you enough that you want to read the book to find out more.
Task: Write a blurb for The Shaman’s Apprentice. Could you use a rhetorical question to make the reader wonder what happens in the story?
We hope that you’re still practising the 60 Year 3/4 spelling we sent home. Choose a few to work on each week and test 30 at a time to make sure you’re not forgetting the ones you’ve learnt – Year Threes - you know how we do this in school.
We’ve noticed that not many children have been accessing the reading books on bug club. Please email us if you’re unsure of your child’s login. The books have been allocated depending on your child’s level so it’s just like the ones they bring home from school. There’s some good ones on there and they ask comprehension questions too.
We were very proud of all the hard work you’d been putting in to the quality of your handwriting before school closed – keep working on those joins and making sure the tall letters are taller and the p, g, y etc go below the line.
Maths:
We’d like you to use the White Rose Maths - Home Learning – and complete Summer Term – Week 1. It will continue your work on Fractions.
Here’s the link to follow:
https://whiterosemaths.com/homelearning/year-3/
There’ll also be activities allocated on Purple Mash too. Don’t forget to keep practising your times tables on TT Rockstars!
PSHE:
We know that you are all missing people you love who you can’t see at the moment. Make a ‘social distancing hug’ card to tell someone how much you miss them and how important they are to you. Maybe you could post them through someone’s door if you go past on a walk (following social distancing rules, of course). And remember – if missing someone is making you feel sad – talk to someone in your home about how you feel. Chances are, Mums and Dads are missing people too!
(Feel free to get creative and make it in your own style – this is just an example.)
You’ll also find computing and RE activities allocated on Purple Mash and there’s lots of other games on there that you can choose to play too.
We are so so impressed with all the pictures of work and lovely messages we’ve received so far. Thank you to all of you who are working really hard at home. This is one of our favourite Year Three topics and it’s lovely to see that you’re enjoying it too. If you’ve got something you’re proud of and haven’t sent it in yet – please do. We love seeing what you’ve been up to.
Parents – you are doing an incredible job and we are so grateful that you are encouraging and supporting our Nightingales and Bramblings with their learning at a time when we can’t. We know how difficult it must be – so a big thank you! We hope you’ve taught them all how to make a good cup of tea so that they can treat you once in a while
We understand that sometimes children won’t be in the right frame of mind to do their schoolwork at such an unsettling time. Do as much as you can, but remember that mental health and happiness is the most important thing. You’ve got this Year Three!
Stay home, stay safe and stay focussed!
Mrs Dallison & Mr Chantry