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Year 3 - Beech ARCHIVED 2015 - 2016

Welcome to Beech Class!

 

We love working hard, making friends, having fun and supporting each other. On this page we will celebrate the amazing things we achieve together. 

Fractions and cuisenaire rods. 

Follow the link below to have a look at how the children have used these amazing coloured rods to help them explore fractions. 


Learning about halves and quarters is just a fraction of what we do in class! 

 

In Beech Class we are learning about fractions. 

A fraction is a way to show part of the whole. We use fractions for many things. We show fractions of: shapes, amounts and time. 

We have been learning to count up and down in tenths and understand that a tenth occurs when the whole is divided into ten equal parts. From this knowledge, we are able to calculate fractions of amounts such as 2/10 or 9/10

 

Picture 1 Using rods to show counting in thirds.
Picture 2 Dividing by 10 on the place value grid.
Picture 3 Mistakes are part of progress. Keep trying!
Picture 4 Finding whole amounts to fit the fraction facts.
Picture 5 Careful and clear written work.
Picture 6 A close-up!
Picture 7 Being able to explain what we know is important.

Rounders! Let's go!

In games we are learning how to play rounders. This is a team game that calls for us to work together, communicate clearly, focus on the ball and run as quickly and safely as we can! 

We have learnt where the fielders stand and how to set out the rounders pitch. We have also improved our catching and batting skills. 

"I didn't even know how to hold the bat...and now I do!"

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Picture 2 Run!
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Picture 4 Action shot!
Picture 5 Careful underarm bowling.
Picture 6 Making it clear that the bowler has the ball!

We are musicians! 

This week we have worked together in groups to compose and perform our own musical compositions. We used graphic scores to help us remember what and when to play.  

A graphic score is when symbols are used to represent notes or musical elements. 

We created symbols for: silence, getting louder, getting quieter, playing randomly, blasts of sound, slow tempo, fast tempo, low notes only and high notes only. 

 

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Music, music, music!

Our new topic is music. We will be learning to appreciate, compose and play music. During this time, we will create graphic scores to help us play instruments and sing songs together. 

 

Today we listened to modern and classical musical pieces and thought about how the emotions and ideas behind them can be shown through different images and symbols. 

Spelling Investigation! 

We have been learning about word families. We know that some words can be linked in a family because they have the same root word. These words can be similar in spelling and meaning, although they may not all mean the same thing. 

For example: stick: sticks, sticker, stickers, sticking, sticky.

Past tense of stick: stuck. 

We also discussed how stick can have more than one meaning. E.g.: stick with glue OR a stick that has come from a tree. 

Green Fingers! 

Recently, we have been learning about plants. We know that plants have features such as: stems, leaves, roots and flowers. They require things like: light, space and water to grow. They are similar to us in some ways but very different in others. We both need water and nutrients to grow but, unlike plants, who can make their own food, we need to eat. 

 

 

 

Let's investigate! 

Using magnifying glasses, we had a closer look at the parts of a flower and compared different flowers. 

We found that they can have similar features but can also look very different. We know that the colour and sweet smell of a flower attracts insects, like bees, to them. These insects then collect and spread pollen which helps flowers reproduce. 

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Measure- Mass!

 

Beech class will be focusing on measuring mass for the next few weeks. So far, we have looked at balancing scales, comparing the mass of different objects and ordering them. 

 

We need to be able to measure mass accurately for many reasons. We discussed how our cooking will be fabulous if we know how to measure our ingredients correctly and how we may never be charged extra money when we try to go on holiday with too much in our suitcase! 

 

We know that the smaller thing may not always have the lesser mass. Having said that, sometimes big things are just heavy! E.g.: elephants! 

 

The children had to order the objects by their mass. Many children, many objects...much discussion.

The children had to order the objects by their mass.                                                     Many children, many objects...much discussion.  1

"A builder needs to be able to measure" "You need to measure the flour for cake"

"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  1
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  2
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  3
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  4
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  5
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  6
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  7
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  8
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  9
"A builder needs to be able to measure"                                                      "You need to measure the flour for cake"  10

Easter Celebration!

We have been thinking about Easter and the trials Jesus faced at this time. Together, we read the Easter story and used drama and freeze-frames to explore the events throughout. 

We had many questions about this time in Jesus' life and feel that he was very brave. He believed in the plan God had for him and wanted to show everyone that we can, and should, forgive. 

Easter Drama.

Easter Drama.  1
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Easter Drama.  6

heartMothering Sundayheart

We hope you enjoyed the Mother's Day assembly on Friday. Here are our wonderful sentences describing our loving mothers. 

Our topic this term is 'Funny Bones'.

In this we are learning all about the skeleton, our muscles and how we move. We are also thinking carefully about nutrition and keeping our bodies healthy. We already know that the way our bodies work is incredible but now we want to know how and why they do what they do. 

We spent time looking at images and key pieces of vocabulary about this topic. We then drew around some of our friends and labelled the skeleton and muscle features.

We spent time looking at images and key pieces of vocabulary about this topic. We then drew around some of our friends and labelled the skeleton and muscle features.  1
We spent time looking at images and key pieces of vocabulary about this topic. We then drew around some of our friends and labelled the skeleton and muscle features.  2
We spent time looking at images and key pieces of vocabulary about this topic. We then drew around some of our friends and labelled the skeleton and muscle features.  3

This term our Christian value is Forgiveness.

We thought carefully about what this word meant,  what we would have to do to ask for forgiveness and how we would show that we forgive. 

We worked in groups to use drama and 'freeze-frames' to help us think deeply about theses ideas and to show what they might look like in school. 

"Be happy together and be a good friend!"

"Be happy together and be a good friend!"  1
"Be happy together and be a good friend!"  2
"Be happy together and be a good friend!"  3
"Be happy together and be a good friend!"  4
"Be happy together and be a good friend!"  5
"Be happy together and be a good friend!"  6
"Be happy together and be a good friend!"  7
"Be happy together and be a good friend!"  8

Fine motor skills!

We know it is important to have clear and neat handwriting. As well as doing 'Dough Gym' 2 to 3 times a week we have also worked together to create a fun activity with coloured bands that will help us develop our fine motor skills and hand strength.. Some of the designs we created are quite challenging! 

Hands and bands!

Hands and bands!  1
Hands and bands!  2
Hands and bands!  3

Water, water, everywhere! 

We have been learning about capacity and volume! On a very cold morning, we ventured outside and used different containers (with and without measuring scales on them) to measure and compare the different amounts of liquid we made. 

We used the comparing symbols < > and = to show the relationship between two volumes. We also talked about the real-life skills we are learning. We decided that we needed to be able to measure accurately so that, if nothing else, our baking would not be an utter disaster! 

'Miss Purdue...my hands are freezing!'

'Miss Purdue...my hands are freezing!'  1
'Miss Purdue...my hands are freezing!'  2
'Miss Purdue...my hands are freezing!'  3
'Miss Purdue...my hands are freezing!'  4

Magnetic Boardgames!

As part of our learning about magnets and D.T., we decided to make boardgames of our own that used magnets to move the counters. 

We worked hard to design successful games and then played them together. We even solved the problem of needing a 'stand' to raise the height of the game! 

'My game is about Finding Nemo...you need to avoid the shark!'

'My game is about Finding Nemo...you need to avoid the shark!'  1
'My game is about Finding Nemo...you need to avoid the shark!'  2
'My game is about Finding Nemo...you need to avoid the shark!'  3
'My game is about Finding Nemo...you need to avoid the shark!'  4

Rock around the clock!

We have been learning to tell the time in one minute, quarter and half hour intervals. To show how well we understand this concept (and because it was our song of the week for our 'Dough Gym' sessions!) we used the song 'Rock around the clock' to help us. We used 'rock' images and clocks to re-write the song with more ambitious times than just o'clock times! 

'Can we dance as we work...?'

'Can we dance as we work...?'  1
'Can we dance as we work...?'  2
'Can we dance as we work...?'  3
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