Hi everyone,
We hope that you are all well and safe at home š Your P3 teachers are missing you all very much! Here is our Week 2 Post of different learning activities that you can dip in and out of. Again, this is more than we would cover in a week in school, as we have provided lessons for every curricular area here š If you are feeling that this is tooĀ much, you could try one Numeracy Activity a day and one Literacy Activity a day (Spelling OR Reading OR Writing), with possibly one more curricular area. We wanted pupils to have access to as many curricular experiences as possible so that they can enjoy the subjects that they love in school, as well as challenging themselves to progress in new learning and skills!
Please let us know how you get on, we’d love to hear from you,
P3 Teachers š
P3 Blog Home Learning Activities
P3 Literacy (Reading and Writing) Activities ā Week beginning 30th March 2020
Reading
Task 1 Warm-Up:
Make a list of your top 5 favourite books that you have at home.
Task 2 Main:
Each day choose a book from this list to read through them with your adult. Your adult should āPick and Mixā from the reading questions below to ask you, to check your understanding of the story.
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Pick and Mix Reading Questions
|
|
| Character
–Ā Ā Ā Ā Ā Ā Who are the characters? –Ā Ā Ā Ā Ā Ā How do you think the character felt when ā¦ (think about your emotion works for this one!) –Ā Ā Ā Ā Ā Ā Do you think the character would make a good friend? Why or why not? –Ā Ā Ā Ā Ā Ā How are the characters similar/different to each other? –Ā Ā Ā Ā Ā Ā Why do you think the character did this? |
Plot
–Ā Ā Ā Ā Ā Ā What happened at the beginning, middle and end of the story? (space these out as you ask) –Ā Ā Ā Ā Ā Ā How would you have solved the problem? –Ā Ā Ā Ā Ā Ā What other ways could the problem have been solved? –Ā Ā Ā Ā Ā Ā Whatās the best part in the book? Why? –Ā Ā Ā Ā Ā Ā How would you change the story? |
| Making Real-Life Connections
–Ā Ā Ā Ā Ā Ā Have you ever met anyone like the character? –Ā Ā Ā Ā Ā Ā Has something similar ever happened to you? –Ā Ā Ā Ā Ā Ā Does this book remind you of any other books that you have read? In what way? –Ā Ā Ā Ā Ā Ā Could the story happen in real-life? Why or why not? |
Reading Strategies
–Ā Ā Ā Ā Ā Ā Summarise what happened in the story. –Ā Ā Ā Ā Ā Ā What do you think could happen next? –Ā Ā Ā Ā Ā Ā Why do you think the author wrote this book? –Ā Ā Ā Ā Ā Ā Who is telling the story? –Ā Ā Ā Ā Ā Ā Do you have any more questions about this story? –Ā Ā Ā Ā Ā Ā What did you picture when you read this part? |
Task 3 Close:
Skim through your story this time and pause each time you can see a characterās behaviour change, as well as what may be the trigger for this.
Image of Emotion Works looking glass
Writing
Make a story map!
A storymap is an arrangement of pictures and short phrases that briefly tell a story to entertain us. A comic strip is a good example of a storymap. In schools, we can use story maps to summarise a story and give a brief description of what our story is going to be about, the story map can act as your plan or notes.
Here are some examples of storymaps.
Images of Storymaps
Task 1 Warm-Up:
Put together a storymap based on one of your favourite books. You can see below that I have used the story āThe Day The Crayons Quitā
| Story Map | |
| Title | The Day The Crayons Quit |
| Characters | Duncan and his crayons |
| Setting | school |
| Problems | The crayons are feeling very unappreciated and need more care and attention |
| Solutions | Duncan comes up with a creative solution to make all of his crayons feel loved and appreciated again |
| Theme | Giving thanks/showing appreciation for what you have |
https://www.youtube.com/watch?v=hH9WXSoBX5w
Image of the story cover
This task will help you to become familiar with putting together a storymap.
Task 2 Main:
Now come up with your own story, using your storymap to help you use your imagination and plan out your ideas. Remember at this planning stage you can change and adapt things!
Then use your storymap to write your story! Remember those Capital Letters, finger spaces and full stops.
Task 3 Authorās Chair:
Gather your family round and get a chair to sit on in front of your audience and tell your story just like an author would!
Spelling Activities P3 ā Week beginning March 30th 2020
This week we are focusing on common words beginning with ācā.
Here are the words for each group listed below.
Image 1: Spelling Words
You can copy these out, then cover them and try to spell them from memory. You can copy them in to your jotter provided.
| Purple/Orange | Blue | Yellow | Green |
|
carefully cause caught children circle come could couldnāt check crowd |
cause
caught children circle come could couldnāt check crowd
|
cause
caught children come could couldnāt check clear |
cause caught come could check clear
|
Day 1:
Task 1: Complete the handwriting task below (if you do not have access to a printer ā you can copy this in to your jotter using a ruler šĀ )
Image 2: Handwriting Task
Task 2: Highlight the common words in the silly story with a highlighter. (again if you do not have access to a printer, read the story with an adult and point out all the common words when you find them š )
Image 3: Highlight the silly poem
| Find the words
Find the common words in the silly poem! Highlight them every time you read them.
There once was a dog called Bud He made a circle in the mud Children loved him The crowd of people loved him He couldnāt wait for cuddles And liked to splash in puddles He could do tricks And collect lots of sticks He didnāt have a collar The police had to check He tried to run but they said āCome here! Are you someoneās petā When they caught up with him They began to cheer, it was clear For there was his collar, hidden under his ear! He could go home And chew on his bone
|
If you complete these tasks you can choose something from the spelling section on the home learning grid š
Day 2:
Task 1: fix the spelling mistakes (if you cannot print this, ask an adult to help you copy it š )
Image 4: Fix the Spelling Mistakes
Correct the spelling mistakes that are circled below then re-write the sentences below with all the correct spellings.
| Sentence | Correct spelling |
| My friend said I cood borrow her new pencils. | |
| The teacher told me to chek my spelling for mistakes. | |
| The fireman found out the coz of the fire. | |
| It was a cleer night and I could see lots of stars. | |
| All the childrin wanted to play outside in the sunshine. | |
| My friends all want to com to my party. |
1.______________________________________________________________________________________________________________
2.______________________________________________________________________________________________________________
3.______________________________________________________________________________________________________________
4.______________________________________________________________________________________________________________
5.______________________________________________________________________________________________________________
6.______________________________________________________________________________________________________________
Ā
Task 2: Wordsearch ā find all of our common words (point to the words on the screen with an adult if you are not able to print š )
Image 5: Wordsearch
Wordsearch
Find the common words in the wordsearch. Remember they all start with c!
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causeĀ caughtĀ Ā childrenĀ Ā comeĀ Ā Ā couldĀ Ā check clearĀ Ā Ā couldnātĀ Ā Ā circleĀ Ā Ā crowd
|
| c | o | u | l | d | n | t | o | c | c | l |
| o | c | o | u | l | c | c | a | u | a | d |
| u | e | c | l | e | e | u | c | l | u | e |
| l | m | a | r | c | g | l | e | a | s | r |
| d | o | o | c | h | e | c | k | d | e | v |
| d | c | h | i | l | d | r | e | n | k | l |
| a | b | c | d | e | f | g | h | i | j | c |
| m | t | h | g | u | a | c | n | c | i | o |
| c | p | q | r | s | t | u | v | r | w | x |
| y | l | z | a | b | c | a | c | o | a | b |
| c | a | e | c | c | c | l | e | w | a | b |
| c | d | e | a | f | e | g | h | d | i | j |
| k | l | m | n | r | o | p | q | r | s | t |
What word did you find first?
What word did you find last?
If you complete these tasks you can choose something from the spelling section on the home learning grid š
P3 Maths and Numeracy tasks ā Week beginning 30th March 2020
Skill focus: Numeracy ā addition and subtraction, Maths – Data Handling
Day 1 Addition:
Task 1 ā Warm-up:
Watch this addition video online to get you thinking about addition strategies again.
https://www.youtube.com/watch?v=Q9sLfMrH8_w STOP at 6 mins 50 secs
**(stop the video at 6 minutes 50 seconds as it goes on to say about carrying Ā using chimney but we are working to be able to add within 100 mentally from what we have learned from our teachers in school)**
Task 2 ā Main:
How far can you get on our challenge chart? Play these online games and see how far you can move down the table.
| Challenge/Skill level | Website links |
| 1.Ā Ā Number bonds to 10 | http://www.ictgames.com/saveTheWhale/ |
| 2.Ā Ā Doubles Addition | http://www.maths-games.org/ladybird-doubles.html |
| 3.Ā Ā Addition to 20 | https://www.ictgames.com/mobilePage/funkyMummy/index.html |
| 4.Ā Ā Add 10 more | https://www.ictgames.com/mobilePage/depthCharger/index.html |
| 5.Ā Ā 2 digit addition | https://www.mathplayground.com/ASB_Canoe_Puppies.html |
| 6.Ā Ā Addition to 100 | https://www.topmarks.co.uk/maths-games/hit-the-button
select number bonds option then add to 100 |
Challenge: can you find your own online game to work on your addition skills beyond the skills we reached above ^^
Day 2 Subtraction:
Task 1- Warm-up:
Watch this subtraction video online to get you thinking about subtraction strategies again.
https://www.youtube.com/watch?v=qKxQ33KcRWQ STOP at 4 mins 48 secs
**(stop the video at 4 minutes 48 seconds as it goes on to say about regrouping using chimney sums but we are working to be able to subtract within 100 mentally from what we have learned from our teachers in school)**
Task 2 ā Main:
How far can you get on our challenge chart? Play these online games and see how far you can move down the table.
| Challenge/Skill level | Website links |
| 1.Ā Ā Subtraction within 10 | https://www.mathplayground.com/ASB_IslandChaseSubtraction.html |
| 2. Subtraction within 20 | https://www.mathplayground.com/superhero_subtraction.html |
| 3. Subtract 10 from a number | https://www.mathplayground.com/math_monster_subtraction.html
select 10 and click enter |
| 4. Subtract a 1 digit number from a 2 digit number | http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm
select level 2 |
| 5. Subtract a tens number from a 2 digit number | https://www.splashlearn.com/subtraction-games
you can do this by counting backwards in tens off the decuple |
| 6.Subtraction within 100 ā missing number | https://www.mathplayground.com/puzzle_pics_subtraction.html |
Ā
Challenge: can you find your own online game to work on your subtraction skills beyond the skills we reached above ^^
Ā
Day 3 The link between Addition and Subtraction:
Task 1- Warm-Up:
Watch this video to think about how addition and subtraction are linked. Remember we discussed fact families in school.
https://www.youtube.com/watch?v=aK3FKEZJKec
Task 2 ā Main:
Play this online game to show that you understand addition and subtraction fact families.
https://www.topmarks.co.uk/number-facts/number-fact-families
Select addition and subtraction ā then you can select up to 10, 20, 50 or 100 ā decide on the level of challenge you want to give yourself or work through them in order to build up your confidence!
Challenge: Ask an adult to set you a challenge and go beyond the fact families from the game. Your adult shuld miss out some numbers to really challenge your thinking! Look at the examples below.
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140+___= 210 70+___=210 210-140=___ 210-70=___
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230+___=440 210+___=440 440-230=___ 440-210=___ |
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452+___ =600 148+ ___=600 600-452=___ 600-148=___
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1100+___=2100 1000+___=2100 2100-1000= ___ 2100-1100=___ |
Day 4 Addition and Subtraction Strategies:
Task 1 ā Warm Up:
Discuss with an adult the different types of mental strategies we learned for addition and subtraction. Here is a reminder below:
| Jump
The jump addition strategy is when you add 2 numbers together and you jump forwards in your head in jumps of 2s, 5s, 10s.
For example: 22+20= 22 jump on 10 takes you to 32, then another jump takes you to your answer = 42
You can do this by counting in 10s off the decuple. Here is a reminder of how you would do that: https://www.youtube.com/watch?v=MghhFLwlrVE
You can also use this strategy when subtracting by counting backwards in jumps of 2s, 5s or 10s.
For example: 52-20= 52 jump back 10 is 42, the another jump back of 10 more takes you to your answer =32 Ā |
| Split
The split strategy is a little bit different. When adding you can split up the tens numbers and the ones, add them separately in your head and then add it all together again at the end.
For example: 32+12= Add the tens ā 30+10=40 Add the ones – 2+2=4 Then add the two answers you got to make the final total = 44
You can use this strategy for subtraction too, see the example below.
For example:
76-31= Take away the tens – 70-30=40 Take away the ones – 6-1=5 Then add the two answers you got to make the final total = 45
Here is a video clip to remind you: https://www.youtube.com/watch?v=J9bhsHzpgi8 Ā |
| Counting on or back
Ā You can also count on in your head to add 17+9= 17- count on in 1s 9 times 18,19,20,21,22,23,24,25, 26 Your last number you land on will give you your answer
You can count back in your head to subtract 12-6= 12 ā count back in 1s 6 times 11,10,9,8,7, 6 Your last number you land on will give you your answer
Remember this is not the quickest or most accurate strategy so we donāt want to rely on this too much! Ā |
| Friendly Number Strategy
Ā Some numbers can be a bit more complicated to add on to and we like to make these numbers more rounded and easier to add on to.
For example: 19+22= 19 isnāt a friendly number, so we want to turn this into one by taking a 1 from 22 and creating 20+21= That way we know double 20 is 40 and then we can add on the 1 to give us the answer 41
You can also use this strategy in subtraction problems For example: to solve 16 ā 9, one might recognise that theĀ friendly numberĀ 10 is 6 less than 16, then count back 1 more to 9 to find that the difference is 7. Ā |
Task 2 ā Main:
Ask your adult to write out some 2 digit addition and subtraction problems for you, try to work out the answers to these mentally, using one of the strategies above and then explain to your adult which strategy you used and how you used it. Remember you are always looking for the most efficient (quickest) and most accurate strategy!
Challenge:
Ask your adult to write out some 3 and 4 digit addition and subtraction sums if you have answered their 2 digit sums with confidence.
P3 Maths Week Beginning 30th March
Skills Focus: Data Handling
Task 1 ā Warm-up:
We will be thinking about using tally marks and sorting items into categories this week. Remember, each tally mark represents one item, and when you have four tally marks, your fifth one crosses over to create a gate.
A quick way to figure out how many you have is by counting in 5s! If you have two bundles of 5 tally marks, you know you have ten items all together.
Try this fun game and answer the questions about tally marks.
https://www.softschools.com/math/data_analysis/tally_chart/
Task 2 ā Main:
Challenge yourself to sort items you can find into different categories. For example, you could sort lego into colours, shapes, sizes etc. Maybe you could help a grown up sort the Tupperware cupboard, or sort your toys into different groups. Use pieces of paper to label each category ā remember, itās really important to label each category so that another person can understand how the items have been sorted. Then ask someone to give you another idea for how to sort your items. Here is an example I created with some books:
Book image 1 & 2
Then use the items to create a pictograph, like this:
Book image 3
Once youāve done that, ask yourself the following questions:
- Which category is the most popular?
- Which is the least popular?
- Are there any categories that have the same amount?
- How many more does the most popular category have than the least?
Write your answers using tally marks!
Task 3 ā Follow Up:
Try this fun game and answer the questions about the pictograph!
https://www.softschools.com/math/data_analysis/pictograph/games/
Throughout the week, ask your grown up if you can help them organise and sort things around the house. Maybe you could sort out the spices in the cupboard by colour, or the books on a bookshelf by size! Try tallying up the number of items in each category ā donāt forget to make your fifth tally mark a diagonal line!
P3 Other Curricular Areas Activities ā Week beginning 30th March
RME
Theme: The Inspiring Life of Jesus
Lesson 3: Stories about Jesus that inspire people: Feeding the 5000/Walking on Water
Learning intention: to explain how miracle stories of Jesus inspire Christians to live values in their everyday lives.
Activity
Some fun magic tricks: https://www.youtube.com/watch?v=V2tDK9wfCYs
Talk about the difference between a magic trick and a miracle.
What is the difference between these tricks and a miracle? Explain to children that miracles are stories that have a huge āwowā factor. Religious people see God at work in miracle stories. There are a lot of miracle stories in the Bible about Jesus.
Find out about the stories of two miracles – Jesus feeding the 5000 and walking on water:
Discuss the values from the stories ā sharing and faith/trust.
Social Studies
Theme: Sea Animal and the effects of plastic in the ocean
Lesson 2: Oceans of the world.
Learning intention: To describe features of oceans.
Activity 1: use https://www.twinkl.co.uk/resource/t-tp-5976-oceans-of-the-world-facts-powerpoint to find out about the five oceans on Earth.
Quiz time!
- What is an ocean?
- Can you name the five oceans on Earth?
- Which ocean is the largest and which one is the smallest?
- Can you remember why oceans are important? (Hint ā there are three reasons).
Activity 2: The Great Barrier Reef is an amazing underwater world in one of the Earthās oceans ā the film will tell you which one! Lots of creatures live there. Ā Watch closely and see if you can spot the following animals:
- slugs
- clams
- fish
- sharks
- turtles
https://www.youtube.com/watch?v=wbNeIn3vVKM
French
Theme: Food Vocabulary
Activity 1: warm up ā practise the French words for these 10 vegetables.
https://www.youtube.com/watch?v=lILcCtlcP8U&list=PLV1-QgpUU7N2EYCbecsQ6nDhw_6sJX5zq&index=4
Activity 2: Alexa had drawn faces on vegetables for her quiz. Design a fun poster of cartoon vegetables, labelling all 10 vegetables in French if you can!
Science
Food chains
Lesson 1.
LI: To explore examples of food chains and appreciate how animals and plants depend on each other for food.
Ā
What is a food chain? A food chain shows how animals depend on other plants and animals for their food. A food chain tells you what animals eat.
The arrows show the direction in which the food energy is passed: from the seed to the shrew (a small animal a bit like a mouse), then from the shrew to the fox. The arrows mean āeaten byā.
Ā
Warm up: talk to your partner and try to imagine what a food chain might look like for a) a cow? b) a shark, and c) a bird?
Some animals, like cows, only eat plants. Some, like sharks, only eat other animals. Some, like birds, eat plants and animals.
This video tells us more about the plants and animals in a food chain. Listen carefully for some vocabulary that might be new to you: herbivore, carnivore and omnivore.Ā https://www.youtube.com/watch?v=YuO4WB4SwCg
Main activity: These food chains have been mixed up! Can you tell your partner what order they should go in?
Quiz time!
- A herbivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦
- An omnivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..
- A carnivore eatsā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦ā¦..
True or false?
- An owl is a herbivore.
- A cat is a carnivore.
- A cow is an omnivore.
Conclusion: Food chains show the transfer of energy from a plant or animal to another animal. The arrows in the chain mean āeaten byā. Animals can be herbivores, carnivores or omnivores.
P3 Other Curricular Areas Activities ā Week beginning 30th March
Health and Wellbeing/PE
Theme: Keeping Active
Cosmic Kids Yoga is a great way to centre your mind and keep your body strong. Saturday Morning Yoga can be done any day of the week! Take your shoes off, find a space and get your body moving! Challenge your grown ups to join in too!
https://www.youtube.com/watch?v=TsIMInvEU8A
If you enjoy that video, there are loads more on the channel you can enjoy.
Try this guided meditation to help calm your mind. J
Here is a quick yoga flow to get your mind ready to work!
Health and Wellbeing ā Self-Esteem and Kindness
Try creating an acrostic poem with the letters of your name. Think about all the great qualities you have! Here is an example:
M agical
A rtistic
R esponsible
I ncredible
A mazing
Decorate your poem with lovely pictures and colours. If you like, you can create one for someone else and pass on the kindness!
Expressive Arts
Drama
Theme: Mime & Movement
Warm up your body before you begin. This game is called āwaiter plateā. You have to imagine you are a waiter in a busy restaurant with a plate on each hand and you have to move them around without ever letting the food fall off. Your arms should be constantly moving but your palms should always be facing the ceiling. Watch this video for an example:
https://www.youtube.com/watch?v=bpeYsHXW1Yw
Start off using one hand āplateā and then add a second plate. If you feel confident, you can move around the room while you do it!
Main: Recite the alphabet in your head. Ask another person to ask you to stop. Whatever letter you land on, you must then use your body to create something beginning with that letter. For example, if you land on the letter ācā you might kneel down with your hands at your head to create ears like a cat. Take it in turns to guess what the other person is doing. If you have a few people with you, this game can be done in teams!
Close: This game is called āthe Mirror Gameā and should be slow and relaxing. Sit facing your partner and choose one person to go first. Whatever person A does, person B has to copy. All your movements should be smooth and slow. This will help cool down your muscles and relax your mind.
Art and Design
Create a kindness garden. Follow the instructions below to create five flowers. Write a kind act on each flower. Each day, pick a flower from the garden and try to do that kind act throughout the day. Here are some examples for acts you could put in your garden:
- Make a card for a friend or relative.
- Help a grown up cook a meal.
- Tell someone three things you think they are good at.
You can draw, colour, cut and stick or fold the flowers. Here is a video that can help you create some origami flowers: https://www.youtube.com/watch?v=LFHGsHdY8w4
Remember, use whatever you have around you to create your flowers ā this is your kindness garden, be creative!
Music
Use all the skills we have learned about rhythm and beat to create your own beat to accompany to a piece of music. It can be a piece of music of your choosing or you can use the Jeely Piece song weāve practised in class!
Remember, a beat is a pattern of sound that repeats. You can use anything you can find to create this beatāan upturned Tupperware makes a good drum or even clapping your hands in a fun rhythm!
Challenge: ask someone to copy your beat. Ask them to create one for you to copy.
Dance
Watch the video and dance along with the moves. Once youāve tried it once, see if you can come up with a few of your own moves and teach them to someone else!
https://www.youtube.com/watch?v=lJPvEs8qpQc
If you prefer to look at these on word documents, login on to your Glow accout and you will find them on your Teams Page š
Happy learning P3 š
From the P3 teachers!
