Year 3 Home Learning Pack w/c 25/1/2021

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: misbehave, mislead, misspell, mistake, misplace, misread, mistrust, misuse, misunderstanding, mislaid

These are the challenging words for this week to practice as well: exercise, experience, experiment

English Task 2 – Grammar

We will learn about adverbs of time this week. Last week, we focused on adverb of manner which tells us how the action is taking place. Some examples are quickly, nervously, excitedly etc.

An adverb of time tells us when something is happening

For example: He ate his breakfast in the morning.

The phrase 'in the morning' is an adverb of time as it tells us when he ate (the verb) his breakfast.

Activity 2:

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 5 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.

Stig of the Dump Pages 32 & 33

The smoke caused by the fire that Stig started was filling the den. The only way it could go out was to trickle through the gaps in the roof. It made Barney’s eyes water. Barney began to get used to the darkness and saw that the tunnel at the back of the cave went further back into the chalk. The digging tools were lying about.

“Can I help you dig, Stig?” He went to the end of the tunnel and picked up the bit of the bedstead, and began to attack the wall of chalk. It was not as easy as the chalk inside the hill was very firm. Stig then showed him how to do it comfortably.

Soon, there was a pile of loose chalk and Barney picked it up and put it in the small tin bath. When it was full, Stig helped Barney and they took the load out of the den and dumped it.

1. What was filling the den?

2. What was the only way for the smoke to escape?

3. What happened to Barney’s eyes?

4. What did Barney get used to in the cave?

5. What was lying about?

6. Why was it not easy to dig the chalk?

7. Why was there a pile of loose chalk?

Stig of the Dump Pages 38 & 39

By the time Barney had got his load to the edge of the pit he was quite tired, but there was still the problem of getting them to the bottom.

The string was still there and Barney thought it would be strong enough for a few jam-jars.

“I’ve got some things for you, Stig!” Barney called. He pulled up the string and tied it round the cardboard box which had about eight jam-jars packed in it. Barney carefully started to lower it.

The box swung wildly, the string around it started slipping, the part Barney was holding tried to run through his fingers and burned his hands. He hoped Stig wouldn’t get a jam-jar on his head.

Stig came out and untied the string from the box. He then used the ribbons of a large broad-brimmed lady’s straw hat and tied it to the string. It made quite a useful cargo-sling. Barney was very pleased with Stig’s intelligent idea!

1. Why was Barney tired?

2. Copy and write a word that means ‘sort of’ or ‘somewhat’?

3. How do you think Barney was planning to give all the jam-jars to Stig? How do you know? (2 marks)

4. How many jam-jars were there in the cardboard box?

5. Do you think it is a good idea to lower the jam-jars in the box at the same time? Explain your answer. (2 marks)

6. How do you know that it wasn’t comfortable for Barney to lower jam-jars the way he did it?

7. In the last paragraph, list 2 adjectives used to describe the hat.

Stig of the Dump Pages 43 & 44

Stig was very fascinated to see Barney use the tin opener, how he fitted it on to the bottom of one of the empty tins and twisted the handle. The opener crept round the edge of the tin, the blade ploughed into the metal at the bottom, and soon the shiny round disc of metal came loose.

He took the tin-opener from Barney and turned the handle, but he couldn’t make it out. Barney showed him again how to work it. And there was another round plate and another tin tube. Then Stig had a go, and they started on a third.

One of the tins had been rather flattened, but it gave Barney an idea for how it might be used. He took it and towed the truck into the den and along to the place where Stig had been digging at the chalk. Barney started to shovel the loose rubble into the truck with the flattened tin. It was certainly better than using his hands.

“Look, Stig!” he said as he went past where Stig was sitting. “Look at all the chalk I’ve loaded.” But Stig seemed too busy to notice.

1. What was Stig fascinated with?

2. Explain in detail how Barney used the tin-opener to open the tins.

3. Why do you think Stig was fascinated with the tin-opener?

4. How did Barney use the flattened tin?

5. Was it a good idea to use the flattened tin instead of hands for the job. Explain your answer.

6. What was Stig busy doing?

Stig of the Dump Pages 48 & 49

Barney lit the fire. The smoke went roaring up the pipe. Stig and Barney rushed outside and there it was coming out of what looked like a proper chimney-pot sticking through the roof. Stig watched, fascinated.

“There you are, Stig,” said Barney. “Now you’ve got a proper fireplace people can come and visit you without getting their eyes full of smoke.” Stig didn’t care about having the place full of smoke, but he was as pleased with his fireplace as if it had been a new toy. Barney was so proud of his invention that he looked round for something else to invent.

What had he thought Stig’s house needed most after the chimney? A window! Well, windows were made of glass, and so were jam-jars.

Stig had stacked the jars on top of each other, lying on their sides. They made a sort of wall of glass like that. But they rolled about and of course there were gaps between the jars.

1. What did Barney and Stig make?

2. What was the benefit of making a fireplace in the pit where Stig lived?

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

4. What was Barney so proud of?

5. What was the second thing that Stig’s house really needed?

6. What had Stig done with the jars?

7. If you were in Barney’s place, what would you have made for Stig. Explain your answer.

Maths Tasks

There are 5 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

Days of the week in German

On worksheet (attached):

a. practise saying the days in order - the meanings, and how to pronounce them are on the sheet.

b. cut out the days at the bottom of the page. Practise putting them in order.

c. On the second page, stick the days in order, write the English meaning and finally, draw a picture showing something you would normally do on each day.

Don't worry if you are not sure how to say the days of the week. We will go over it again when we are back in school.

Afternoon task 2 – Art

In art, we will finish making our collage using overlapping and layering. On the background that you painted last week (using the ombre effect), you will stick small cut pieces of black paper and make Stonehenge by overlapping and layering. You will need black paper which you will cut into really small pieces. You can do that with your hands or use a pair of scissors. Then using a glue stick you will start sticking these pieces onto your background and give it the shape of Stonehenge. Your finished product should look like this:

Afternoon task 3 – Science – pollination

This week we will be looking at pollination in detail.

Pollen is carried by insects or blown by the wind from one flower to another. This process is called pollination.

The brightly coloured petals and the fragrant scent attracts the bees towards the plant.

The insects and bees arrive on the flower to collect nectar which is the sweet liquid and makes perfect insect food.

As the insect/bee is gathering the nectar, it rubs against the anthers (male part of the flower) which rub pollen onto the bee.

The bee then goes and sits on another flower.

As the bee drinks the nectar from the new flower, the pollen stuck to the bee rubs off onto the female part of the second flower (the stigma).

Part of this pollen travels down the style and then into the ovary. The plant has now been fertilised.

Activity 1:

Activity 2:Using the information given above complete the steps of pollination.

Afternoon task 4 – History – How did Stone Age people evolve from hunter-gatherers to farmers

Palaeolithic (Old Stone Age)

During the Palaeolithic period, people were purely hunter-gatherers. They were nomadic, which means they moved from place to place, hunting and gathering food along the way, rather than living in one location.

At this time, stone tools with sharp edges were made. They were used for hunting wild animals and cutting plants.

Mesolithic (Middle Stone Age)

This era began as the earth’s climate became warmer. Ice began to melt and the sea-levels began to rise.

This allowed plants and animals to flourish.

People started to live in one place for longer periods and started farming.

However, some people stayed hunter-gatherers, especially where land was not suitable for farming.

Neolithic (New Stone Age)

Farming was gradually introduced. Cultivating crops and domesticating animals became common.

Agriculture changed the way that humans used the land. Crops were farmed so they could be stored, therefore feeding more people for longer.

New technologies were developed for farming, such as the invention of wheel carts, ploughs and irrigation systems. As more people could be fed, the size of tribal settlements grew.

Activity: Using the information above, you are going to fill in the table below. You will list all the advantages and disadvantages of being a hunter-gatherer and a farmer during the Stone Age time.

Afternoon task 5 - PSHE