Ms Andrews Year 3 Summer First 2017

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2 Ms Andrews Year 3 Summer First 2017 Science How does your garden grow? What do we know about plants? Flowering plants and their different functions. Gather questions to explore. What do we know about leaves? Make close observations of leaves. Describe the different features of leaves and know that the leaf is where the plant makes its food. What would happen if a plant lost its leaves? Fair test investigation to find the effects of removing leaves from a plant. Make observations and summarise findings. Understand the importance of leaves for plant growth. Are all roots the same? Make observations of a variety of roots. Describe the different features of roots and explain that the roots function is to anchor the plant in the soil and take in nutrients and water. R.E. Hinduism - Art in Heaven Where is God? Engagement (1) Who are you and what do you mean to different people? E.g. daughter, friend, sister, brownie, pupil, granddaughter. Have a photograph of the children on a net of a cube and graffiti each side to show the roles they have. Put the net together to show the different sides of them. Question: what is it that stays the same? Reinforce that there is only one of them while they are different things to different people, they are still themselves. Investigation (2,3,4) Show children a box labelled God and explain that inside this box we can find out what Hindus believe about God. Inside the box have many different deities and as each deity is revealed explain this is what God looks like. Question: How can this be? How can God look like so many different things? Make link with previous lesson. Match deity to its role using word and picture cards. Read the story about one of the gods, Ganesh/ Literacy Myths and Legends (continued from spring second) Read and discuss different kinds of myth. Discuss how in some myths the hero or heroine is often involved in an adventure that requires them to overcome a monster. In others they go on a quest to retrieve an object to solve a problem in their homeland. Identify the different sections of the narrative (beginning, middle, end) Model how to find evidence of characters in text to build a profile. Children chose a character to draw and describe from the myths shared. Consider how settings create a sense of place. Discuss settings hero or heroine had to face. What elements of danger or safety did the settings present? Think of settings with water, land, underground, sky. Identify three settings that would provide a challenging journey. Draw and annotate a map to show quest. Working in groups, children create their own maps, considering which settings will provide interesting narrative. Think about possible monsters for the settings. Decide on central character, basing ideas on myths read. Model writing an opening, introducing characters, the problem

3 Where does the water go? Observe the transport of coloured water in carnations and celery. Understand that water is transported in a plant and understand the function of a stem. Why do plants need stems? Use the results of the observation over time investigation to produce information texts to explain the function of stems. Know that the stem transports water from the roots to the leaves and flowers and holds the leaves and flowers up to the sun and air. Where do new plants come from? Present the main stages in the life cycle of a flowering plant as a sequences diagram. Name the stages in the life cycle of a flowering plant in the order in which they occur. What do flowers have in common? Dissect a flower in order to make close observation of different parts. Compare different flowers. Identify the parts and describe the function of each part. What do bees do? Model the process of insect pollination. Know that pollen needs to be transferred from flower to flower and that bees play a vital role in that process. Lakshmi. Teach the children that there is one God who Hindus see in many different forms called Brahman. Show children the tri-murti and explain how these are the main deities and explain what they represent. Brahman- creator Vishnu- preserver Shiva- destroyer Use DVD to show how Hindus use these deities at home/ in the temple and puja. nation- of-the-hindu-gods/4796.html or BBC Pathways of Beliefs Islam/Hinduism/Sikhism DVD Evaluation (5) Experiment- take a glass of water. Add some salt- it will dissolve into the water and you won t be able to see it or remove it. Now taste the water and you will taste the salt in every drop of the water. In this analogy the water represents the world and the salt represents Brahman, though invisible Brahman is omnipresent (everywhere). Question: how can Brahman be everywhere and in everything? How would this affect your life if you were a Hindu? Ask children to draw and write about how they would treat the world if they were a Hindu, giving a reason. E.g. I would not pick flowers as Brahman is in everything. Expression (6) Reinforce how Christians believe God created the world and Hindus believe that Brahman is to be overcome and the journey that must be undertaken. Children write their own myths using myth structure, map of settings and character descriptions to support writing process. Sequence events to give a sense of time and place. Resolve conflict; understand what others might be feeling in a particular situation. Poetry- exploring form Develop the reading, analysis and presentation of published poetry. Link to, How does your garden grow? science topic. Children hear, read and respond to a range of syllabic poems including haiku and cinquain. Discuss the form of each poem, identify distinctive features and consider why the writer might have chosen to use the particular form they have. Model and explore writing in the different forms with an emphasis on the imaginative selection of words and phrases; developing children s vocabulary. Children write their own poems following forms modelled. Children share their poems with their peers, seeking ideas/ improvements before using ICT to publish their work. Discuss the natural world and how haiku captures moments in time, never to be forgotten. By carefully selecting just a few words, important ideas can be highlighted. Topic (geology, geography, history) Improving the environment

4 How are seeds dispersed? Use observations of seeds to make model seeds suited to methods of dispersal. Know the different methods of seed dispersal, how seeds are adapted for them and the reasons why seeds need to be dispersed away from the parent plant. Can plants survive without leaves? Second of a two part lesson. Use on going observations to draw conclusions. Write a conclusion which uses their evidence and other information to answer the question: why do plants need leaves? Am I the perfect plant? Assess whether the children know what parts a plant has, can name and label them and describe their functions. Design a flowering plant, labelling and annotating their drawings. Demonstrate that they know about the parts of a flowering plant. How amazing are some plants? Research some more unusual plants. Learn facts about amazing and unusual plants and present in different ways. Why are some flowers brightly coloured? Explore why some flowers are brightly coloured and others are everything in the world. Give children a choice of words, e.g. kindness, wealth, friendship etc. and design their own God/murti who represents one of these attributes. Understand that although there is only one of each of us we have different roles in life. Recognise the Hindu belief that God is everywhere and apply this to our world; caring for the world and all living things. P.S.H.E. Relationships Family roles and responsibilities Identify roles and responsibilities of each member of my family and reflect on the expectations for males and females. Friendship Identify and put into practise some of the skills of friendship. Keeping myself safe I know and can use some strategies for keeping myself safe. Being a global citizen 1 Explain how some of the actions and work of people around the world help and influence my life. Being a global citizen 2 Understand how my needs and rights are shared School environment Discuss different environmental problems in and around school and how people s views differ. Discuss how noise affects people in school; identify which noises cause the most problems, e.g. children moving around school. Ask children to undertake children counts at set points around the school at different times of the day. Present findings identifying busy and quiet areas. Suggest reasons for the patterns. Recycling Look at a bin bag of rubbish from home. How much rubbish do the children produce at home? Where does this rubbish go? Encourage children to be aware that the amount of rubbish we produce needs to be reduced. Sort the rubbish into different types. Discuss which can be recycled and which cannot. Investigate Put strips of newspaper and plastic bags (Biodegradable and non-biodegradable) into jam jars of water and stones. Stir contents and observe how they degrade over the week. Bury strips of newspaper and plastic in the ground and check in six weeks. Poster design Children produce posters encouraging people to recycle to display around the school. Persuasive writing Write an argument for or against recycling, thinking about the impact on land or sea. Letter to local authority Discuss our local area. Ask the children who is responsible for maintaining/ improving the environment? What local issues are the children concerned about? Ask the children to write to the local authority, detailing their concerns/ ideas. Changes Talk about how people can and do improve the environment.

5 not. Understand that plants that are pollinated by insects are brightly coloured to attract insects whereas other plants such as grasses that are wind pollinated do not need to be brightly coloured. How can we save bees? Explore why bees are important and how we can protect them. Understand the important role bees play in the reproductive cycle of plants and how we can encourage more bees into the area. Spiritual, Moral, Social and Cultural/ Recognise the needs of plants and the importance of protecting their natural environment. Understand the important role bees play in pollination and think about what we can do to protect bees. Discuss seed dispersal and how this could be linked with the idea of immigration. Do people have to stay in the country where they are born? What would happen if seeds stayed close to the mother plant? by children around the world and can identify how are lives may be different. Celebrating my web of relationships Know how to express my appreciation to my friends and family. Art/ Design technology Purbeck Arts Week A moment in time Children produce still life paintings reflecting a moment captured in time. Georgia O Keeffe flower paintings Art history - Research the artist Georgia O Keeffe. Produce observational drawings of fresh flowers using a range of materials: pencil, charcoal, pen, pastel. Enlarge images to fill A2 paper. Use acrylic paints or oil pastels to colour images in the style of Georgia O Keeffe. The lavender planted by the ECO Club members, the Reflection Garden, Mrs Hallisay developed. Also consider how people can damage the environmentpolluting rivers, acts of vandalism. Identify how and why places change, e.g. through the building of new houses, roads, restaurants. The increase of traffic and tourists can have negative effects but people need homes and businesses need incomes. Plan a fund raising event to raise money for a positive environmental improvement, thinking about local concerns and links. (Dorset Wildlife Trust, National Trust, Barn Owl Trust) Help children with ideas for sale, e.g. Cake sale, Bring and Buy. Children design posters to advertise their sale, send letters home to parents and talk to other children about their fundraising. Landfill Compare and contrast England and India. Discuss how different countries deal with rubbish in different ways. Research an environmental issue In small groups chose an environmental issue caused by a change in the environment that interests them. Think of actions to stop or prevent further damage. Think about the environment and how important it is that we protect it. Discuss environmental issues/ concerns and what we can do to improve situations.

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