Y3’s Super Footballers

On Tuesday after school 10 boys from Y3 represented their school at the Y3 football tournament At Pool Primary School.

They played with energy, pride and excellent team spirit. Along the way they managed to pick up two wins, two draws and a loss, scoring five goals and conceding three. Perhaps their finest performance was coming back from 2:0 down to secure a 2:2 draw. They showed fantastic reserves of grit and resilience as well as no little skill. They should feel proud of how they competed and represented their school in the best possible way.

Well done boys.

Inspiring the next generation of plant scientists

 

On Wednesday we were lucky to have Dr Stefan Kepinski, Marta and Suruchi visit us from the Centre for Plant Sciences at the University of Leeds. They brought with them lots of wonderful knowledge, fantastic kit and activities to help the children learn more about plants.

The children worked in 3 groups. With Dr Kepinski, they set up an investigation into whether cress seeds grow better in a light environment or in a dark environment. The children had several hypothesis – Isobel thought the plants in the dark would grow best because they would think that they are still in the soil, so they would push on through and become taller. Alice thought that they would grow better in the sunlight because the plants that she is growing on the windowsill at home are growing really well in the sunlight. We are measuring the plants to help answer the question.

With Marta, the children learned all about seed dispersal and how different plants have different ways of spreading their seeds as far away from the plant as possible. Did you know that coconuts float so that they can travel over the sea to find a new place to take root?

With Suruchi, the children used a powerful USB microscope to look at some kidney bean seeds that had been imbibed with water. When you peeled back the seed coat you could see the root and the tiny leaves ready to take root and grow as the bean germinated. The children wrote art of noticing poems about what they could see.

At the end of the activities the children put the three visiting scientists in the hot seat, asking them a whole range of questions about what life is like earning a living as a scientist.

The entire afternoon was absolutely brilliant and the children not only learned lots about plants and the process of scientific enquiry, but also about where an interest in creative questioning and being curious about the world can take you as you grow up.

A massive thank you to Dr Kepinski, Marta and Suruchi for their time, energy, enthusiasm and expertise.

Super Skeletons

 

In this first session about the humans and other animals we have been exploring and identifying key features of the human skeleton. We started the session by looking at some statements about the human skeleton and discussing whether they were true or false.

As part of our discussion we discussed the three main purposes of the skeleton. These are:

  1. To provide support so that we are not a puddle of flesh, muscle, fat, blood and tissue
  2. To aid with movement
  3. To protect our vital organs such as our brain, heart and lungs.

We talked about our joints and did lots of moving about to see how they work. We also discussed how some bones fuse together. Did you know that the bones in your skull fuse together after you are born? Before that, they can move about – this helps you to get out of your Mum’s tummy!

The next part of the lesson involved drawing the skeleton inside an outline of the human body. We spent time feeling ourselves and trying to imagine and draw the skeleton inside different parts of the body. Once we had done this, we joined together with other children who had done the same to create a skeleton jigsaw.

Next, we were able to compare our skeleton jigsaws with an accurate image of a skeleton. This led to even more discussions. We decided that your hands and feet have lots of little bones because they need to move a lot. We also thought that your legs and arms are made up of longer bones so that you can stand taller, reach further and have more support. If your legs were made of lots of little bones, jumping would be very difficult. Every time you landed you’d fall in a heap. When we compared our drawings to the skeleton images, we ended up spotting our own mistakes and learning from them. It was like playing spot the difference.

Take a look at the pictures to find out more.

Road Safety – Find a safe place, stop, look, listen, think, arrive alive

Over the past two weeks we have been going out with the Bradford School’s Road Safety team to learn how to stay safe and cross the road. Listen to our road safety song then take a look at the photographs.

 

What would you do to get home? by Sam and Keziah

What does home mean to you? Here are some words that sum up what it means to us.

 

This week we have been working on a poem called Coming Home by Michael Morpurgo.

Some poems rhyme, but others don’t. This poem is a narrative poem that tells a story and does not rhyme. It is split up into different verses.

The poem tells the migration story of a little Robin. It is full of lots of different learning pits along the journey. One of the themes or messages is that he has to be gritty and determined to get what he wants. The Robin has to be determined, brave, hopeful, gritty and optimistic.

Then he faces a storm, an attack from a hawk, gets lost in the fog and crash lands on a fishing boat. He has to be gritty to get back to this bird that he calls “her”.

This week we started off by thinking what home means to us. After that, we created our own home collages.

In Guided Reading we asked ‘I wonder’ questions to help us get deeper intothe story.  We performed the poem to each other – this was fun. We also made character sketches of the Robin to describe what he looked like and what he felt like.

Towards the end of the week we made our timelines of the Robin’s journey home. We thought all about how he would be feeling along the way at different parts of the poem.

Take a look at some of them.

Next week we are going to plan and write our own migration poems in the style of Michael Morpurgo’s Coming Home.

Multiplication, Division, Arrays and much more

In maths this week we have been investigating and developing our understanding of multiplication and division.

We began by looking at arrays and how they can represent different models of multiplication and division. From this, we moved on to looking at how using arrays can help us to break multiplication and division calculations into smaller, more manageable chunks. Blank arrays can be particularly useful for this. We focussed on our four times table later in the week, looking at how we can practice using it by solving some quickfire Lego word problems. We also spent time investigating the link between our 2x, 4x and 8x table.

On Friday, the children from Y4 came to visit and teach us how to play the multiplication and division games that they had designed. The session gave rise to some excellent collaborative learning. There was a real buzz! Children could be overheard sharing their knowledge about multiplication facts all across the classroom. The idea of doing a multiplication any way round was of great help to many. If you know your five times table for example, you can use this information to find the answer to 5 x 9 – you simply flip it into 9 x 5. Y3 provided Y4 with feedback on their games.

Many thanks to Mrs Whitaker and the Y4 children for sharing their games with us.

 

Christmas and Making the Travelling Crib

In preparation for Christmas and Advent, this week we made our travelling crib. We began by thinking about what Christmas means to us. Here are some of our thoughts:

In English, the children completed a comprehension about Posada, the Mexican tradition upon which the idea of a travelling crib is based. This is where children and their families travel around their neighbourhood while dressed up as Mary and Joseph, looking for a warm welcome. This happens in the run up to Christmas day. The children also wrote a series of prayers that will be included with the crib itself, as well as an exercise sequencing the Nativity story. The children made the Nativity figures out of Fimo which was then baked in the oven. They also had the opportunity to enter the competition to design the front cover of the book of prayer. Congratulations to Emily whose design was voted by her peers as the one to be on the front cover of the prayer book.

The travelling crib will set off on its journey around the Y3 families at the start of Advent where you will be able to see it for real. Hopefully, it will provide everyone who welcomes it to their homes with an opportunity to spend some time together discussing the Christmas story and reflecting upon the meaning of Christmas.

Woolly Mammoth Instruction Posters by Freddie and Isobel

Take a look at our instructions about how to look after a Woolly Mammoth.

In our English work we have been writing a page or two of instructions. Our instructions include subheadings, bullet points, bossy verbs, adverbs for sequencing and adverbs for how.

To get started we all got out the iPads and watched some videos to find more facts about Woolly Mammoths.

Then we all wrote and purple penned our instructions about how to train a Woolly Mammoth. We all put down the things that we practised (adverbs for how, adverbs for sequencing, bossy verbs, conjunctions and subheadings) and put them into our instructions.

After that we copied our writing onto some lined paper in our neatest cursive script. Next we assembled our writing onto a green bright green, or yellow A3 sheet of paper. We stuck our titles and (coloured) subheadings onto our A3 paper.

We hope you like them.

Stone Age Food by Alice and Ella – with a little help from the Stone Age chefs.

This morning we have been learning all about what people ate in the Stone Age.

Stone Age Baking on PhotoPeach

We know about Stone Age food because there are caves with pictures and it shows that Stone Age people hunted animals and there is a picture on a wall in Spain and it was of somebody colleting honey.

We know that they ate deer and fruit too because in the 1990s they discovered a Stone Age man who had been frozen in ice. He was given the name Otzi the Iceman. By testing his body they found out that he had been eating, deer meat (venison) oats, berries and fruit.

Baking Stone Age bread

  1. We started off by weighing out the oats. We needed 75g so we had enough to do 3 or 4 oat cakes.
  2. Then we ground the oats into flour. This was really hard work.
  3. After that we put some parsley in and carefully added water while mixing with our hands. Our hands got extremely sticky.
  4. Next we slowly rolled the oats into balls and squashed them down into flat circles.
  5. Then Mr Wilkinson cooked them in a plain hot pan.
  6. In the end we ate them with stewed fruit and yummy honey. Without the honey they tasted dry and plain.

If we were Stone Age people we wish we could have had tastier food. We would like to have lived near a bee hive to get honey.

Leave a comment explaining what you thought about your Stone Age meal.

Instructional Writing

This week the children have been applying some of their grammar skills to instructional writing.

They have been using adverbs for how, adverbs to signal time in sequences, imperative verbs or ‘bossy verbs’ and conjunctions to add detail to an instruction.

After devising an obstacle course in PE, they composed their set of instructions, drawing sketches to help illustrate further. These instructions will be put to the test with some of the Y1 children next week.