Year 3 Home Learning Pack w/c 8/2/2021

These are ideas of things that you could have a go at completing each day:

· 20 minutes of reading

· 20 minutes of times tables practice (Times Tables Rockstars or Hit the Button)

· 20 minutes of Spellings (Spelling Shed)

In addition, there are daily spellings to practise, 6 pieces of maths work, 3 pieces of writing work, 5 pieces of reading work and 5 pieces of topic work that you can complete during the week.

English Task 1 – Spelling:

Practise these words 5 times each on a piece of paper everyday: prefix, prepay, preview, prearrange, prejudge, premix, prepack

These are the challenging words for this week to practice as well: February, forward, fruit

English Task 2 – Grammar

We will learn about prepositions this week.

A preposition is a word that tells you where or when something is in relation to something else.

Examples of prepositions include words like after, before, on, behind, under, inside and outside.

The house was on the hill beside a tree.

In this sentence 'on' and 'beside' are prepositions which show you exactly where the house was.

Prepositional phrase: It is a group of words that start with a preposition and explain the time or place that something happened. They are also used for cause. For example: ‘from my grandmother’, ‘on Christmas Day’ and ‘due to hot weather’.

Activity 1:

Activity 2: Highlight the prepositions in the passage

In his room, the trees began to twist and turn underneath Max’s bed. They rose up and over the bed frame, along the windowsill and around the door. Beside his bed, Max was curled in a ball, nervously watching the branches stretch out of the walls. Through the leafy bushes, Max could see a small wooden boat bobbing gently on top of the water. He slowly put his teddy down next to him and cautiously moved towards the boat. Was this a good idea? He didn’t know…

Activity 3:

English Task 3 – Creative writing:

Can you write a story based on this image? Can you use ambitious vocabulary to describe what you would see, hear, think or feel?

Reading:

There are 4 different reading comprehension tasks for you to have a go at daily. Make sure you read the text first and then answer the questions on a piece of paper.

Monday - Stig of the Dump, Pages 76 - 78

Lou had gone hunting. A group of people was meeting near Grandmother’s house and a neighbour had offered to take Lou along and look after her. Grandmother wasn’t sure but Lou had insisted that there was the pony, and she knew how to ride, so why shouldn’t she? When the morning came, it was pouring with rain but Lou said that hunting people didn’t take any notice of the weather.

Barney stood by the window looking at the weeping grey clouds.

“I’ll take you in the car if you like, Barney,” said his grandmother. “We could follow along the lanes.”

“No, thank you,” said Barney.

Barney wandered off through the house. A cat saw him, turned and bolted through the hall and into the back kitchen, where it shot into the broom cupboard. Barney went after it and remembered that among the brooms and mops was Stig’s spear. He brought it out and gave it a rub with a duster and the flint blade glinted. It was a real hunting spear. Barney’s face suddenly lightened.

Lou wasn’t the only one who could go hunting! He decided to put on his rubber boots and mackintosh and sou’wester hat. He looked like a whaler with a harpoon.

He squelched through the empty paddock and went to Stig’s pit.

1. Where did Lou go?

2. How did she convince her grandmother to let her go?

3. What did grandmother offer Barney?

4. What did the cat do when it saw Barney?

5. Among other things, what did Barney find inside the broom cupboard?

6. Find and copy a word from the text which means the same as ‘shine’.

7. Barney’s face lightened – what does this tell you about how Barney was feeling?

8. How did Barney dress up?

9. Find and copy a simile from the text above.

Tuesday - Stig of the Dump, Pages 82 & 83

As Barney and Stig came near one of the oak trees, Stig dropped to the ground and began crawling forward carefully.

“What is it, Stig?” asked Barney in a loud whisper. “Is it a fox? Where, Stig? I can’t see anything.”

Without looking round Stig waved his hand as if he wanted Barney to get down too. He dropped to his hands and knees, on to a bramble.

“Ouch!” yelped Barney. “It’s prickly!” And as he did so about twenty pigeons sprang into the air. Stig let loose an arrow into the flying flock, but somehow failed to hit anything.

Barney was trying to say something to Stig but there was such a fierce scowl on Stig’s face that Barney began to feel almost afraid of him.

Barney and Stig continued walking in silence. Stig splashed through the pools of rainwater without seeming to care how muddy his legs were getting. Barney walked more slowly behind, rather worried that the water might come over the tops of his boots. He saw Stig fit another arrow and raise his bow again. Across the track ahead strutted a proud cock pheasant, and before it knew what was happening Stig’s flint-tipped arrow struck. With a pounce, Stig picked up the body of the pheasant, pulled the arrow out, and stuck the pheasant behind him into his girdle. The long brown feathers wagged as if Stig had sprouted a tail as he walked on, but Barney was not at all happy about killing this pheasant.

1. What did Stig do when they came near one of the oak trees?

2. What happened that Barney said ‘ouch’?

3. How many pigeons were there?

4. … there was such a fierce scowl on Stig’s face…. What does this tell us about how Stig was feeling? Why was he feeling like that? (2 marks)

5. Why was Barney walking behind Stig more slowly?

6. What did Barney see Stig do again?

7. Find and copy a word from the text that means the same as ‘swoop suddenly’.

8. Was Barney happy about killing the pheasant?

Wednesday - Stig of the Dump, Pages 87 & 88

“Quick, Stig, they’re coming!” exclaimed Barney. “Get back into our hiding place!” And he pulled Stig back into the mouth of the earth. As he did so, a large hunting dog came out on to the track and moved towards them on the scent of the fox. It came straight for where they were hiding, looked up and saw Stig, and bared its teeth and growled.

Stig bared his teeth and growled.

The hound looked surprised. It wasn’t sure whether Stig was animal or human. The hound took a step forward, making horrible noises in his throat.

Stig took a step forward on his hands and knees, making horrible noises in his throat.

The hound looked very big and fierce and Barney was afraid it might hurt Stig. But then Stig was looking very fierce too, and he might hurt the hound.

Stig was the first to move. With a lightning spring, he darted forward and bit the hound hard on the ear. It was too much for the poor animal. It turned and made off yelping, with its tail between its legs.

1. What did barney ask Stig to do quickly?

2. What came out on the track?

3. Was Stig afraid of the hound? Find the evidence from the text to support your answer. (2marks)

4. What was the hound confused about?

5. Who was the first to move?

6. What did Stig do?

7. Copy and find a word which means the same as ‘run suddenly or rapidly’.

8. What do you think the phrase ‘made off’ mean?

Thursday - Stig of the Dump, Pages 92 & 93

“First time out with the hounds, young lady?” asked a friendly woman on a big black mare. Lou smiled and nodded.

“Enjoying yourself?” asked the lady.

“Yes, thank you. Super!” replied Lou.

All the same, she thought, if only they would let me go into the wood and look around a bit I’m sure I could find a fox. There must be something going on in there.

At that moment, out of the wood came the shrill neighing of an outraged horse. All the waiting horses pricked up their ears and riders nervously held the reins. Horses were backing, rearing and turning in spite of their riders.

Suddenly, the white horse came galloping towards them, rider-less, eyes rolling and nostrils wide with alarm. As the white horse bolted through them, all the other horses whipped round and joined it in mad flight. Most of the riders were caught off balance. Some lost their hats, some lost their reins or stirrups and some lost their seats. All Lou could do was stay on top of Flash as best as she could and join the stampede.

1. What was the friendly woman riding?

2. What did Lou wish others would let her do?

3. What did everyone suddenly hear?

4. What did the other horses do in response to that sound?

5. What do you think the word ‘rider-less’ mean?

6. Describe the white horse.

7. What was Lou’s pony called?

Maths Tasks

There are 4 different sets of questions for you to have a go at daily. There are also some times tables for you to have a go at too.

Challenge:

Afternoon task 1 – German from Mrs Lees

Pfannkuchen: Pancakes

As it is Pancake Day next Tuesday (Shrove Tuesday) we are focussing on Pfannkuchen (pancakes) today. They are popular in Germany too!

Task 1: Try and match up the following German words with their English meanings

Deutsch

Englisch

Deutsch

Englisch

Mehl

eggs

Zimt

mix

Eier

butter

Pfanne

heat up

Milch

flour

mischen

cinnamon

Butter

milk

erhitzen

pan

Task 2: German colour by numbers sheets "Pancake Day" (attached) to practise colours

Task 3: Optional: With an adult's help you could try making pancakes (Pfannkuchen). When you are making the pancakes, can you try and say the names of the ingredients in German? You can use any pancake recipe you normally use. 

Tricky challenge (optional): Now can you match up the recipe instructions with the correct German meanings? Try to look for words that are the same or similar to help you. 

Put the flour and a pinch of salt into a large bowl. 

Die Eier hinzufügen und gut mischen.

Add the eggs and mix well.

Die Butter in eine Pfanne erhitzen und etwas Teig hinzufügen. 

Slowly add the milk and mix until there are no lumps.

Auf jeder Seite braten, bis der Pfannkuchen braun ist. 

Heat up the butter in the pan and add some mixture.

Mit Apfelmus, Zimt, Zucker oder Nutella genießen. 

Cook it on one side, until it is brown, and then the other side. 

Die Milch langsam hinzufügen und ordentlich mischen bis es keine Klümpchen gibt.

Enjoy with apple sauce, cinnamon, sugar or Nutella. 

Das Mehl und eine Prise Salz in eine große Schüssel geben. 

Afternoon task 2 – History

This week we will explore the reasons why there fights and tensions among the people during the Bronze Age. Read the information given below carefully.

Bronze Age tensions

As farming improved during the Bronze Age, tribes got larger and started to spread out over the land. This led to tribes meeting each other. Sometimes they would be friendly but sometimes tensions arose.

Why did Bronze Age people fight?

Tribes would fight for lots of different reasons. Fighting would start if tribe leaders had an argument or were jealous of each other’s wealth. Tribes would also fight over land for farming, the mining of meatal and stealing from each other. Because of these tensions, tribes started to keep their animals, food and precious metals inside fenced villages.

The need for land

Village life was becoming more common and tribes were learning how to farm the land. Fighting would break out if tribes tried to take the land that belonged to another tribe. Taking farmland meant a tribe could grow more food, which would enable then to grow larger and stronger.

The importance of Bronze

Bronze was made by mixing tin and copper. It was used to make tools such as ploughs for farming. With metal axes, wood was easily chopped and boats and carts were made, allowing people to travel and trade. Not all tribes had a mine on their own land and would have fought with those who did.

The beginnings of raiding

Tribes that were able to trade food and metals became wealthy. It became fashionable for chiefs to show off their wealth and power by wearing expensive clothes and displaying powerful weapons. As tribes became richer, people became jealous of their wealth. Stealing treasures from other tribes became a tradition for some Bronze Age tribes.

Activity: After reading the information given above, can you write in your own words what were the reasons for tensions among the tribes of Bronze Age people?

Afternoon task 3 – Science – Life cycle of a flowering plant

Over the past few weeks, we have been learning about plants. We learnt about germination, pollination, fertilisation and seed dispersal. Today you will complete this activity sheet, further consolidating your knowledge.

Activity:

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Afternoon task 4 – Computing – recognising acceptable and unacceptable online behaviour

Unacceptable online behaviour:

1. Cyberbullying: It is when someone uses digital technology (mobile phones, tablets, consoles, laptop, desktop, computer etc) to be intentionally mean or unkind to someone more than once.

2. Illegal downloads: Illegal downloads are when someone intentionally downloads a movie, song, image or a game without the permission of the creator or without paying for it. Piracy is a commonly used word for illegal downloads.

3. Taking credit for someone else’s work: Examples of this could be sharing, downloading or copy/pasting images, text or movies that are created by someone else and you pass them off as your own.

If you think you or someone you know is experiencing cyberbullying, tell an adult with whom you feel safe and comfortable.

Activity: Complete the following sheet explaining your choices – why do you think it is acceptable or unacceptable.

Friday – Digital Detox Day!

This Friday we are encouraging families to have a screen-free day away from computers, tablets and phones. Below are some different screen-free ideas for you to have a go at.

English:

Can you write an acrostic poem about our topic this half term? Use your work and what you have learnt this half term to help you. (Stone Age!)

S

T

O

N

E

A

G

E

Read or perform your poem aloud to your family when it is complete.

Reading:

Spend some time reading the rest of our book ‘Stig of the Dump’ if you have a copy at home or read some of your current reading book. Can you write a book review of what you have read so far?

· What is title of the book?

· Who is the author?

· What is the story about?

· What do you like best about the book?

· Who would you recommend it to?

Maths:

Tally chart or a bar chart with sweets:

1. Grab a bag of multi coloured sweets e.g. Smarties, Starburst, Skittles.

2. Empty the bag and sort the sweets into colours.

3. Make a tally chart of how many sweets are red/yellow/green

4. Have a go at using the tally chart to help you make a bar chart

Science:

When you go to a park or from your back-garden, if you spot a flower that has fallen off the plant, can you carefully pick it up and dissect it, part by part, and try to spot the different parts of the flower that we’ve been learning about over the past few weeks. These could be sepals, receptacle petals, anther, filament, stigma, style, ovary etc. Given below is an example.

Topic:

Bronze Age weapons and tools:

Can you design and make a Bronze Age tool or weapon, using items you have at home? E.g. cardboard, paints, tin foil, coloured pens, coloured paper. Given below are some ideas for inspiration.

Bronze Age round houses:

Build your own Bronze Age roundhouse using craft resources. Use a cardboard box as the base structure, add lollypop sticks for the wooden planks and wool or straw for the roof. Or why not go outside and choose some sticks from the garden to use as your building materials? Or you could build it out of Lego! Or experiment with clay/play dough!