Year 3 Home Learning Pack w/c 1/2/2021

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: redo, refresh, return, reappear, redecorate, revenge, review, replay, reaction, rebound

These are the challenging words for this week to practice as well: extreme, famous, favourite

English Task 2 – Grammar

We will learn about using a or an before a word this week. ‘A’ and ‘an’ are also called indefinite articles.

· We use ‘a’ when the next word starts with a consonant sound.

· We use ‘an’ when the next word starts with a vowel sound.

For example: I read a book.

I ate an apple.

He is an honest man.

We will use an before honest because even though it starts with a consonant (h), it is silent and there is a vowel sound at the start of the word.

Similarly, if a word begins with a vowel but does not have a vowel sound, you will put ‘a’ before it.

Activity 1:

Activity 2: Write ‘a’ or ‘an’ in the dotted space.

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 54 - 56

Christmas was over at Grandmother’s house. Barney lay in the bed thinking if there was anything special to look forward to that day. He couldn’t think of anything.

He was looking at the thick black beam in the wall that grew out of the floor right up to the ceiling. It had been part of a ship before it was a part of the house, Grandfather said. It had deep holes cut out of it where other bits of timber had fitted into it. What was that hidden in one of the holes?

Barney sat up suddenly. It was the flint! Stig’s flint, left there since last time he had come to stay. And he hadn’t even thought about Stig all over Christmas. He reached up and took out the flint. It felt like a lump of ice.

I wonder what it’s like living in a cave these days, thought Barney. Poor Stig! He must be cold.

After breakfast Barney slipped out of the house and went off to the pit. The frozen leaves crunched like cornflakes under his feet. He climbed down into the pit on the far side and it hurt his fingers to hold on the icy tree roots. The nettles were all dead in the bottom of the pit and the old cans had lumps of solid ice in them.

There was no sign of life in the shelter, though he noticed the ashes of a small dead fire and a faint smell of wood-smoke still hung around.

1. What was the thick black beam a part of?

2. What was hidden in one of the holes?

3. Find and copy a word from the 2nd paragraph that means ‘wood’

4. Who had Barney not thought about over Christmas?

5. Why did Barney think that Stig must be cold?

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

7. What suggests that Stig might still be there? Find the evidence from the text.

Stig of the Dump, Pages 60 & 61

Stig’s black eyes lit up and he looked around for something to use his new weapon on. Right in front of him was a tall ash tree with a trunk at least two feet thick. Stig marched to it, swinging the axe.

“Oh, no!” cried Barney. “You mustn’t! Not that one, Stig!”

But there was no stopping Stig. At the first blow the blade bit deep into the tree. White chips flew as he swung again and again.

Barney hopped around him excitedly. “Oh Stig, isn’t it too big? Stig, I didn’t know you were such a chopper! Well done Stig! Stig, Stig, let me have a go!”

There was soon a great wedge cut into the side of the tree, but it was still only halfway through. Stig stopped for a rest and they both looked at the tree. It swayed a little in the light breeze.

“You know what, Stig?” said Barney. “It’s going to fall and smash the fence if we’re not careful. I better tie a rope to it.

Barney slung the coil of rope round him and pulled himself up by the lower branches of the tree. He had climbed most trees, but he had never climbed one that was already chopped halfway through. He tied the rope to the trunk as high up as he dared, threw the rope outwards and watched it uncoil to the ground, and scrambled down again himself.

1. Stig’s black eyes lit up – what does this tell you about how Stig was feeling?

2. What was Stig’s weapon?

3. What happened at the first blow of the weapon?

4. Why was Barney so excited?

5. What might happen if Barney and Stig aren’t very careful?

6. What did Barney suggest ?

7. Was it safe to climb up that tree? Why/why not?

Stig of the Dump, Pages 65 & 66

Barney heard an appalling rush and crash and splintering of branches behind him as the tree hit the ground, and the topmost twigs thrashed the back of his legs as he ran.

“Phew, we’ve done it! What a lot of firewood!” gasped Barney.

Stig and Barney trimmed off the smaller branches, cut up the boughs into long logs and after a long and patient sawing, managed to cut the main trunk into three.

The sky was getting grey and dark and an icy wind had begun to blow, but they did not notice it. They trundled the logs to the edge of the pit, and sent them crashing to the bottom – not too near the den. Barney looked up and saw a kind of dust floating down from the sky. Sawdust? No, as it settled on the ground, it was white.

“Come on Stig, let’s get the fire going!” said Barney. They went round to the entrance to the pit and along the bottom of the shelter, carried what they thought were enough logs inside, and then sat down, very tired, on the floor of the dark den. Now for a nice fire, thought Barney.

1. Why did Barney run?

2. What happened even though Barney ran?

3. What did Stig and Barney do together?

4. How many parts did they cut the main trunk into?

5. Find and copy a word from the text that means to move heavily or slowly.

6. What was beginning to happen when Barney looked up?

7. Why were Barney and Stig tired?

Stig of the Dump, Pages 70 & 71

After one or two tries, Stig managed to strike the match. He held the little flame and gazed at it until he burnt his fingers and he had to drop it.

“Go on, strike another!” urged Barney.

But Stig wouldn’t waste another. He took the box and hid it in his bed. It was clear he thought a match was a very precious thing indeed.

Stig came back to the fire with his hands full of chestnuts. He put them in the ashes and then hooked them out with a metal rod and blew on them and ate them. Barney ate twenty-three! He felt full and warm and he lay looking at the fire and at the shadows dancing on the walls of the cave.

Stig was looking at the blank wall but it seemed as if he was looking through it, not at it. Then suddenly he attacked the white wall with his blackened stick. On the chalk he made sweeping black lines – and there was the outline of a galloping horse! Soon Stig drew stag with antlers, galloping. There were little men running with spears and bows and arrows.

Barney was hopping with excitement. “Stig, you are a good drawer! I wish I could do pictures like that.”

But Stig took no notice and did not seem to be aware of Barney. For Stig was not thinking about making pictures. He was out there with the hunt, galloping with the animals, running with the hunters. And he went on drawing more and more on the white wall.

1. What evidence can you find in the text to suggest that Stig thought match was very precious?

2. Where did Stig hide the match?

3. What did Stig bring with him when he came back to the fire?

4. Why did barney feel full and warm?

5. What did Barney suddenly do?

6. What did Barney think of Stig’s drawing?

7. What tells you that Stig was in a world of his own?

1. On what do the tectonic plates float on and how many tectonic plates are there?

2. What can plate boundaries do when they are near each other?

3. What is a fault?

4. Describe what causes earthquakes.

5. What is a seismograph?

6. How does a seismograph work?

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

Die Monate - months of the year in German.

1. Using the sheet, try saying the months in German (many are similar to English). The pronunciation is given to help you but don't panic, we will go over this again when we are back in school.

2. Have a go at the months word search which is attached. I look forward to seeing photos of this on Seesaw. 

Afternoon task 2 – RE

In RE, we are going to learn about church and different things that you can spot if you visit a church.

The word ‘church’ originally meant a group of Christians who met together to worship God, develop their relationship with Him and spend time together. Nowadays we use the term to refer to the building Christians meet in to worship.

Here are some of the common features of a church:

1. Pews - A pew is a long bench seat or enclosed box, used for seating members of a congregation or choir in a church.

2. Altar - the table in a Christian church at which the bread and wine are made sacred/holy in communion services.

3. Font - A font is a bowl or a receptacle which holds the water used for baptisms.

4. Lectern – a tall stand with a sloping top to hold a book or notes, from which a priest can read while standing up.

5. Organ – A musical instrument that is played when people sing hymns. Hymns are holy songs sung in praise of God.

Activity: Match the picture to the correct name.

Afternoon task 3 – Science – seed dispersal

This week we will be looking at seed dispersal in detail.

Seed dispersal

Plants disperse their seeds in lots of different ways. Some seeds are transported by the wind and are shaped to float, glide or spin through the air.

Plants growing near a river may use the flowing water to transport their seeds.

Some seed-pods are designed to explode and throw the seeds a good distance from the parent plant.

Many plants also use animals to carry their seeds. This type of seed may have handy hooks which attach to an animal’s fur. Alternatively, the plants might make tasty fruit to enclose the seeds, which attract animals to eat them.

Activity:

.

Can you sort the different seeds into these categories? Some can go in more than one. You might have to research to find out!

Afternoon task 4 – History – Life during Bronze Age

Over 4000 years ago, tribes from Europe came to live in Britain. They brought the knowledge of how to work with metals such as copper, gold and bronze. Eventually Britons began mining metal and using it to make tools, weapons and jewellery.

Homes

Bronze Age Britons lived in roundhouses in small villages. Roundhouses had walls made of wattle and daub, and a thatched roof. There was a fireplace in the centre for warmth, light and cooking. There was no chimney but the smoke drifted up through the thatched roof, killing off any insects living there.

Farming

Farming took over from hunting and gathering as the main way to produce food. Newly-invented metal tools made it easier for farmers to chop down trees to clear the way for farmland. Horse-drawn ploughs helped farmers to plant and grow crops and vegetables. Farmers kept livestock such as goats, sheep and cows.

Clothes

By the end of the Bronze Age, Britons wore clothes made from wool. The loom was invented which allowed the Britons to make a range of clothes. Men wore tunics with woollen kilts and cloaks. Women wore long woollen skirts and short tunics

Weather

The warm, dry weather of the Neolithic period became cooler and wetter during the Bronze Age. Britons moved off the highest hills down to areas where farming was easier. In the south of Britain, many tribes settled to farm the land.

Diet

As Britons began to grow more food, their diet changed. Foods like porridge and bread were eaten due to the increase in farming. Animals such as sheep, pigs and goats were sometimes eaten, and some animals were kept for their milk.

Activity: After reading the information given above, fill the table below comparing your life with the life of people during the Bronze Age.

Afternoon task 5 – PSHE

Year 3

Home Learning Pack

w/c 1/2

/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:

redo, refresh, return, reappear,

redecorate, revenge, review, replay, reaction, rebound

These are the challenging words for this week to practice as well:

ex

treme

,

famous

,

favourite

English Task 2

–

Grammar

We will

learn about

using

a

or

an

before a word

this week.

‘A’ and ‘an’ are also called

indefinite

articles

.

•

We use ‘

a

’ when the next word starts with a

consonant sound

.

•

We use ‘

an

’ when the next word starts with a

vowel sound

.

For example:

I read

a

book.

I ate

an

apple.

He is

an

honest man.

We will use an before honest because even though it starts with a consonant (h), it is silent and there

is a vowel sound at the start of the word.

Similarly, if a word begins with a vowel but does n

ot have a vowel sound, you will put ‘a’ before it.

Activity 1:

Year 3 Home Learning Pack w/c 1/2/2021

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: redo, refresh, return, reappear,

redecorate, revenge, review, replay, reaction, rebound

These are the challenging words for this week to practice as well: extreme, famous, favourite

English Task 2 – Grammar

We will learn about using a or an before a word this week. ‘A’ and ‘an’ are also called indefinite

articles.

• We use ‘a’ when the next word starts with a consonant sound.

• We use ‘an’ when the next word starts with a vowel sound.

For example: I read a book.

I ate an apple.

He is an honest man.

We will use an before honest because even though it starts with a consonant (h), it is silent and there

is a vowel sound at the start of the word.

Similarly, if a word begins with a vowel but does not have a vowel sound, you will put ‘a’ before it.

Activity 1: