We have been using different materials to try to create an Egyptian Shaduf.
We had to decide on what material we wanted to use to construct it and we could make it our self or work as a group.
Our shaduf had to pivot and turn.
We have been learning to use some strategies to solve problems. Today some of the groups made a model to help them solve the train track problem and some groups drew a diagram.
In PE we have been learning how to play golf. We have been practising putting and worked in groups to design a crazy golf course.
 We were learning to hit the ball soft instead of hard and we had to hit it accurately – Zaid |
 We were making different obstacles – Siona |
 When you hit the ball someone would throw another ball at it to knock yours away. There was then a big arrow you had to get through and then you had to get the ball around the cones. – Sophia |
 You had to get the ball in the red hoop – Cara |
 Our ball was a unicorn and you had to get it into the stable – Fraser |
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 We had to make sure we were holding the putter correctly – Kenzie |
 You must hit the ball lightly when you are putting – Millie |
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 You had to think about the angle you were standing at and aim carefully with the club – Joseph |
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I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. MNU 1-20a
I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. MNU 1-20b
Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. MTH 1-21a
We have been working in groups to create our own surveys. We had to think of the question we would ask and the options for the answers. We then asked another class in the school. We recorded our information in a table then had to transfer it to a bar graph. We made sure we labelled it appropriately and used the correct scale. We made predictions about what the results would show and compared our predictions with the result. We then used a spreadsheet in ICT to make a bar graph on the computer.
We also used Venn and Carroll diagrams to sort polar animals into different categories.
Having explored the landscape of my local area, I can describe the various ways in which land has been used. SOC 1-13a
By exploring climate zones around the world, I can compare and describe how climate affects living things. SOC 1-12b
So far this term we have been comparing our landscape and culture in Scotland with that of the Polar Lands.
We carried out research into Scottish food and drink, traditions, signs and symbols, famous people, sport, houses, schools, landscape and music.
We designed and made our own tartan kilts and pipers.
We  answered different types of questions about children that live in Scotland and also about Inuit children and found some similarities and differences about the way each live.
We carried out research, and took notes about Inuit children, polar bears and penguins and we sorted our information into bullet points.
Sophia was proud to show us her penguin she had made at home and was happy to show us how we could all make one.
We are now going to learn about the Rainforest and the people that live there.
I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. HWB 1-23a
The children worked collaboratively to create there own games in the playground.
They made up rules for their games and each group had to explain them to the class, and lead the class when playing their game.
The class gave feedback after each game looking at what worked well and any improvements that could be made.
 We asked the class calculations and the first one on the answer got to ask the next question. |
 We had to split the class into 2 groups so there weren’t too many people running to the same number. |
 We all started standing in a circle. Someone stood in the middle and threw the ball to each person in turn. |
 If someone didn’t catch the ball they had to go and do an assault course. |
 Lots of people dropped the ball or didn’t throw it back very well. |
 They had to throw another ball between 2, ten times. |
 We threw the ball up in the air and caught it ten times. |
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 We saw how far we could travel balancing the ball on the bat. |
 You had to get the ball in the hoop. |
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One group made up a game of football v basketball. This was fun but quite hard.
Primary 3.1 have been learning  to tell the time on analogue and digital clocks. They are able to tell o’clock, half past, quarter past and quarter to times.
We worked together to make human clocks and we used them to tell the time.
 The tallest person is the minute hand. |
 The smallest person is the hour hand. |
 We sat at each number on the clock. |
 The person that was number 12 was at the top of the clock. |
 When the minute hand points to the 12 it’s o’clock. |
 When the minute hand points to 3 its quarter past. |
 When the minute hand points to 6 its half past. |
 We held up our fingers to show what number we were. |
 When the minute hand points to 9 its quarter to. |
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Primary 3.1 have been exploring the properties of a range of 2D shapes and identifying 2D shapes which will tile.
They completed tiling patterns with a range and combination of 2D shapes and designed and created tiling patterns with 2D shapes.
I used squares to make a pattern. – Olivia
We practised on the computer.
Thalia – I used triangles to make my pattern.
Fraser – You have to make sure the lines join. There can’t be any gaps.
Cara – I used hexagons.
Arlo – I made a pyramid out of triangles.Â
Siona – The shapes all have to have straight sides.
Jamie – My pattern is made out of triangles. I had to turn the triangle round to fill each gap.
Oli – I used lots of different shapes with straight sides to make my pattern.
Joseph – You can’t tile with circles because the sides have to fit together.
Jo – You can fill in the gaps in octagons by using squares turned round.
Primary 3 have been learning how to multiply. They have been learning the 2 times table and can use their 2 times table to find doubles.
They have also been learning to share numbers equally. They can state how many groups there are and how many objects are in each group.
They can now divide by 2 and relate multiplication and division facts for the 2 times table.
Primary 3.1 have been learning how to work together to create circuits which increase stamina. We had to trust each other, be friends and decide on our rules together. Working as a team meant we had to listen to others ideas. It was important we made our circuit safe so no one could hurt themselves. We had to make it clear what each person was expected to do by demonstrating our station. As well as learning we had to make it safe, challenging and fun. We got to try out each station, gave feedback and made adjustments where necessary. We are now confident working together and can make amazing things if we work well together. Most of us were out of breath too meaning we were improving our stamina!
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