### Measuring and Persuading

16/06/2017 at 16:02

In maths this week, Year 3 have been learning how to measure length (how long something is) and mass (how heavy something is). The children have measured lines to the nearest millimetre. Children working at the expected level would be able to measure accurately and record their answer in centimetres and millimetres (8cm 4mm for example). Children have also explored how they could record this using just one unit and have been considered exceeding the standard if they can write 8cm 4mm as 8.4cm. When measuring longer distances (such as the length of the school hall), the children were asked to choose which measuring tool would be best: a ruler, a metre stick, tape measure etc. Many children correctly chose the longer measuring tools to measure more efficiently. Children also estimated and measured weight to the nearest gram and next week they will solve word problems related to measures.

In literacy, the children have been learning how to persuade. Children have learnt about superlatives (yummiest, tastiest, creamiest) and have been looking at the suffix -est. They completed the week by writing a paragraph to persuade someone to buy a banana. Next week, the children will write a letter to attempt to persuade Mr Harris to do something in school.

In music, the children have been learning about pulse and rhythm whilst learning the Bob Marley song *Three Little Birds. *In science, children thought about what they would need to survive if they were stranded on a desert island. At the start of the week, the children completed their moving monsters.

Maths homework: this week, the children need to find different objects from around the house and estimate how long they are before measuring their exact length. Children have been sent home with a paper ruler to help them do this.

### DT project in Year 3 – moving MONSTERS!!

12/06/2017 at 16:47

Year 3 have been busy, both last week and this morning, creating some moving monster using a pneumatic system. The children spent Wednesday morning investigating pneumatics and used syringes and tubing to try make a balloon inflate. They then went on to see how pneumatics can be used to make things move (such as car jacks and jack hammers). Below are some pictures of 3D in action!

Our next sessions were skills based. In these sessions the children were shown how to use a glue gun to join two pieces of wood, how to cut wood using a small saw, how to make joints and joins using split pins and card and they also practised their cutting skills. The children really enjoyed learning these skills and remembered to ‘Be Safe’.

Both classes then went on to design a moving monster using their findings to work out how the lid of the shoe box could be moved up. They have drawn detailed plans and used the correct vocabulary.We are really pleased with how these monsters have turned out!

### PLEASE NOTE THAT SOME OF THE VIDEOS HAVE EXPERIMENTS USING FIRE IN THEM! PLEASE THINK CAREFULLY ABOUT YOUR CHOICES AS YOU MAY NOT BE PERMITTED TO BRING ANYTHING FLAMMABLE INTO SCHOOL.

11/06/2017 at 20:44

**Calling all scientists at Farsley Farfield! **

**THE ‘S FACTOR’ COMPETITION ****needs you!!**

**What is the ‘S Factor’? **

There has been some amazing science work happening in school this year and there are lots of budding scientists so we thought it was your chance to show off your talents! We are running an exciting science competition and everyone from Reception to Year 6 is invited to take part if they would like to. This was a great success in 2015 and was thoroughly enjoyed by all the children and staff.

**What do I need to do?**

You need to design an investigation or create an experiment, at home, that you would like to share with the school. It may be a ‘kitchen sink’ style experiment or a fun investigation. **You will have to demonstrate your ‘S Factor’ talent in front of your class during the week beginning the 19th June.** The class will vote for the act to go through to the **grand final on Friday 30 ^{th} June** – where the winners will perform their experiment again in front of a judging panel. We have lots of super prizes. (More details will follow about timings of the class auditions.)

So get your thinking caps on and get planning your exciting and fabulous experiments. We can’t wait to be amazed!

Mrs Daniels and Mrs Galbraith

The Science Team

**Here are some ideas to get you inspired! Good luck!!**

### Nymphs, goblins, angles and lines!

19/05/2017 at 16:29

This week has been another busy one for Year 3. We have been lucky to have some warmer weather and get outdoors!

In literacy this week, we have been looking at a poetry text called ‘On A Salt Marsh’ by Harold Monro. The children have used the text in a number of different ways – to develop their descriptions and use of fronted adverbials, to debate and justify their opinions (who should get to keep the beads and why?) and also to use the text in performance. The children were either goblins or nymphs and performed the poem brilliantly! They worked on actions, speaking audibly and thought about how the characters would speak and act.

In maths, we have moved onto geometry after 4 weeks of fractions. This week the children have looked at straight lines – vertical, horizontal, parallel and perpendicular and then moved onto angles. They have become quite adept at using angle checkers to see whether an angle was a right angle with an angle of 90 degrees, , acute (smaller than a right angle) or obtuse (larger than a right angle). Along side the the children have been out into the playground and directed each other around mazes and circuits using language such as clockwise, anti clockwise and turns of 90 or 180 degrees. When they had mastered this they then went on to repeat this with blindfolds on!

In science, we have continued our work on plants. This week we have looked at the functions of seeds and also how seeds are dispersed in different ways. The children have had the opportunity to look closely at a large number of different seeds (thanks to our wonderful gardeners who have collected them over the past year). They found how seeds can be transported by wind, water, animals (through eating) catching lifts of animals and exploding – like the plant in the video below!

**Maths homework due Wednesday 24th May**

Homework this week is around angles and identifying right, acute and obtuse angles.

**Learning Log due Wednesday 24th May**

__Our science topic this term is all about plants. For your homework this week, we would like you to find out about plants that we eat (edible plants). Think about the work we have done in class about the parts of a plant – can you tell me which part of the plant we eat, such as the fruit, root, leaves, stem or flower?__

### Year 3 Visit to RHS Harlow Carr Gardens

07/05/2017 at 09:15

What beautiful days! Two days in a row! Year 3 must have been working hard to earn two glorious days of sunshine!

The visit to RHS Harlow Carr Gardens began with a chance to explore the gardens in small groups. The children were amazed by the variety of flowers (big ones, small ones, colourful ones!) and enjoyed attempting to read the Latin names as well.

In class, children have learnt about the different parts of a plant and identified their functions. Having studied the roots, leaves and stem at school, a visit to the garden allowed them to begin looking at the function of the flower. After a stop for lunch, the children began their workshop on plant reproduction.

The workshop began with children identifying why plants are important:

- Plants provide oxygen through photosynthesis
- Plants provide food
- Plants can be used to build (wood from trees)

The children were also shown cotton plants and saw that even the clothes they wear were grown from the ground!

Afterwards, children learnt that the flower’s job is to attract pollinators (bees, butterflies, insects) so that flowers can pollinate. Bees, for instance, fly to one flower and ‘accidentally’ collect pollen on their bodies. When flying to a different flower of the same type, the pollen that has been collected rubs off against a different part of the flower. This then leads to the flower creating seeds which leads to more flowers.

OK. So that explanation didn’t include a lot of technical vocabulary. The children were shown a similar diagram to the one below to help identify different parts of the flower.

Children then explored the gardens to find the different parts of the flower. The children collected petals, carpels, stamen and sepals.

The petals are bright and colourful to attract pollinators.

The carpels are made up of the stigma (the very top), the style (the main stick) and the ovary (the very bottom). When a pollinator arrives at a plant with pollen in its fur, that pollen rubs against the stigma and travels down the style to the ovary where the plant can create seeds.

The stamen are made up of the anther (the very top, where pollen is kept) and the filament (the main stick). Pollinators, when eating nectar, rub against the pollen on the anther before flying off to a different plant where it might rub against the stigma.

The sepal protects the plant when it is first growing its flower. After the flower has grown, the sepal is no longer needed and dies.

Children were able to find all different parts of the flower around the gardens, collecting the parts and then labelling them back in the work room.

The children thoroughly enjoyed their visit to Harlow Carr and the staff were extremely impressed with their scientific knowledge and attitude throughout the day. Well done Year 3!

### Adding Fractions, Character Studies and Celery in Different Coloured Water…

28/04/2017 at 13:59

Another busy and successful week in Year 3! Mr Sharp and Mrs Daniels have been delighted with the children’s attitude to learning this week.

In Maths, the children have learnt how to add and subtract fractions where the denominator (the number on the bottom) is the same. The simple rule is just add or subtract the numerator and keep the denominator the same. For example, 2/5 + 1/5 = 3/5. Children able to complete the following equation would be considered meeting the expectation for adding and subtracting fractions.

2/9 + 10/9 = ?

Children were also taught how to convert improper fractions (where the numerator is larger than the denominator) into a mixed number. If the numerator and the denominator are the same, it must mean a whole which is represented using the number 1. So:

- 2 halves (2/2) = 1
- 3 thirds (3/3) = 1
- 4 quarters (4/4) = 1
- 5/4 would equal 1 whole and 1/4
- 10/7 would equal 1 and 3/7

These are called mixed numbers.

Children able to complete the following equation and answer it using a mixed number would be considered exceeding the expectation for adding and subtracting fractions.

2/9 + 10/9 = ?

In Literacy, we have looked at the characters of Horrid Henry. The children have identified that most of the names in the stories are made up of two names with the first name being an adjective that helps describe the character and the second name being a name. The names are also written using alliteration (Moody Margaret, Tough Toby, Dizzy Dave). Children created their own character and produced a piece of writing to describe them whilst also looking at the similarities and differences between Horrid Henry and Perfect Peter. It turns out that the only similarity we could find was that they don’t like each other!

In **Science**, the children designed, planned and carried out their own investigation. The children were tasked with the following investigation title:

**An investigation to see what happens when celery pieces are placed in different coloured waters.**

The children had to consider what equipment they would need and how they were going to make it fair (by only changing one thing: the colour of the water). After this, the children carried out their investigation, placing pieces of celery in coloured water. The next day, children observed how the coloured water dyed the parts of the celery that transport water through the stem. These ‘tubes’ are called * xylem. *The children went on to predict what would happen to the leaves if they were still attached.