HAPPY WEDENSDAY YEAR 3!

IT’S MISS HAND’S BIRTHDAY!

ENGLISH

To be able to develop knowledge of sentence types and word classes to

write about a child friendly game

Discuss with a parent/carer, what are some different types of sentences

we can use when writing and what are

clauses?

Simple sentences

Multi clausal sentences

A sentence is a group of one or more words.

They begin with a capital letter and finish with a punctuation mark such as a full stop, question mark or an exclamation mark.

There are two types of sentences:

Multi clausal sentenceA clause is a group of words that contains a subject (a noun/pronoun) which is being spoken about and a verb (an action word).

E.g. The squirrel ran up the tree.

A main clause is a clause that makes sense on its own and contains a subject and an object.E.g. I like bananas

A subordinate clause contains a subject and a verb but cannot make sense on its own and needs to be attached to a main clause. Subordinate clauses also start with a subordinating conjunction.E.g. where I lived as a small child (an example of a subordinate clause) – this sentence needs a main clause to make sense. E.g. I was born in France, where I lived as a small child.

An embedded clause is a clause used in the middle of another clause. The embedded clause itself contains words that include a subject and a verb that is within the main clause and is marked by commas. However, the embedded clause gives information related to the topic to give the reader more information and enhance the sentence.

E.g. main clause – My bike is broken embedded clause – which is very old

Main clause + embedded clause = My bike, which is very old, is broken.

An embedded clause usually begins with the words which, who or where.

QUICK FIRE QUESTION- what word is used to at the start of the embedded clause?

Multi clausal sentence

A relative clause starts with a relative pronoun and is a type of subordinate clause that adapts, describes or modifies a noun. A relative clause adds information to sentences by using a relative pronoun such as who (refers to a person), that (refers to a person, place or thing) or which (refers to an animal, place or thing).

E.g. She lives in Worcester, which is a cathedral city.That’s the girl who lives near the school.I do not like the clown that has a bright red nose.

A relative clause can also be an embedded clause if it is positioned in the middle of a sentence.E.g. My grandmother, who is 82, still goes swimming every day.

Multi clausal sentence

Simple sentence

A simple sentence uses just one main clause.

The cat is hungry.

I am driving my car.

You are eating a fruit.

Extending SENTENCES by using a CONJUNCTION TO form a multi clausal

sentenceTo create a multi clausal sentence you can join two main clauses and link them together using connectives such as ‘and’, ‘but’ and ‘so’. Here

are some examples:

The cat is hungry and the cat is going to eat tuna.

I am driving my car but I am going to be late for work.

I like football and I like rugby.

Lee can be loud but he is funny sometimes.

Multi Clausal sentences

A multi clausal sentence features at least one main clause along with a subordinating clause.

Remember a main clause can stand on its own but a subordinating clause cannot stand on its own.

I enjoy steamed vegetables, although my mother prefers them to be roasted (main clause and subordinating clause)

Mysterious Malcolm, who is a children’s entertainer, wows his audiences with his magic tricks. (main clause with relative clause added in the middle)

Sentence types and functions

We also have different purposes for writing a sentence:

Statement – statements are sentences that tell you a fact, opinion or an idea. E.g. A rainbow has seven colours. They are beautiful to look at.

Question - questions are sentences that ask you something and usually end with a question mark.E.g. What did you eat for breakfast?

Commands – commands are often urgent or angry and are often short. They often contain an imperative verb or a bossy verb that tells people what to do.E.g. Help me! Stop it.

Exclamations – exclamations are used when someone is surprised. It usually starts with ‘how’ or ‘what’ and contains a noun and a verb.E.g. What beautiful hair you have!

Disclaimer!Today you will be writing sentences about a

game.

When writing about a game of your choice,

please make sure that the games are child

friendly and age appropriate for Year 3’s.

Thank you!

Mild – to be able to develop knowledge of sentence types and word classes

1. Think about a child-friendly game you would like to write about.Write five simple sentences about your child-friendly game:

1. (What is the name of your game?)2. (What is your game about?)

3. (What is the aim of the game?)4. (Are there any main characters?)

5. (How can you play this game?)

2. After you have written out your five sentences, with a different coloured pen, highlight what word classes you have used in your writing.

Mild challenge– to be able to develop knowledge of sentence types and word classes

After writing out your give sentences try and extend your sentences by using connectives such as ‘and’, but’, ‘so’ and

‘although’.

Once you have written check that you have added interesting adjectives and word classes!

Medium – to be able to develop knowledge of sentence types and word classes

2. After you have written out your five sentences, with a different coloured pen, highlight what word classes

you have used in your writing. Can you add some interesting adjectives?

Below are some examples of subordinating conjunctions you can use when creating your multi clausal sentences.

1. Think about a child-friendly game you would like to write about. Write five multi clausal sentences

about your child-friendly game and think about what things you would like to include for someone

who has not heard about your game.

E.g. Mario and Luigi are the main characters in Super Mario, although there are many other characters.

hot– to be able to develop knowledge of sentence types and word classes

2. After you have written out your paragraph think about how you can edit your adjectives to form expanded noun-phrases and ensure you have effectively used similes.

1. Think about a child-friendly game you would like to write about. Write a descriptive paragraph about the game and a character using simple and multi clausal sentences.

Think about what things you would like to write about for someone who has not heard about this game before: how do you play, who are the characters and do they have specific features of powers?

Think about using figurative language features such as similes and fronted adverbials.

Spicy hot– to be able to develop knowledge of sentence types and word classes

2. After you have written out your paragraph think about how you can edit your adjectives to include expanded noun-phrases and ensure you have effectively used similes and metaphors.

3. Think about how you can make your sentences engaging by thinking about the sentence functions. Can you add a question before hand to engage the reader. E.g. Have you heard of the amazing, astonishing game, Super Mario?

Try and add either a statement, exclamation, question or a command in your paragraph and think about whether you would add it at the start or the end of the sentence.

1. Think about a child-friendly game you would like to write about. Write a descriptive paragraph about the game and a character using simple and multi clausal sentences.

Think about what things you would like to write about for someone who has not heard about this game before: how do you play, who are the characters and do they have specific features of powers?

Think about using figurative language features such as similes, fronted adverbials and metaphors.

Maths LO: To subtract

Mild Medium Hot

1. 27 – 14 2. 25 – 11 3. 34 – 12 4. 56 – 21 5. 66 – 11 6. 76 – 13 7. 82 – 11 8. 99 – 44 9. 98 – 45 10. 78 – 34

1. 456 – 123 2. 234 – 101 3. 456 – 234 4. 789 – 455 5. 577 – 366 6. 488 – 2227. 788 – 444 8. 999 – 666 9. 787 – 46410. 676 – 345

1. 456 – 1282. 5263 – 4733. 1783 – 8924. 6373 – 49595. 7382 – 53726. 8273 – 63837. 1733 – 9288. 7828 – 392 9. 3632 – 1829 10. 6721 – 456

Spicy 1. 1000 – 4562. 2000 – 5353. 4000 - 282

Reading – Miss Handand Miss F

◦ Use this picture to answer the

questions on the following slide

Questions to answer

◦ Meet Cliff. What would you say to him? What might he say to you?

◦ What is Cliff like (his personality, his voice, his behaviour)?

◦ What does Cliff enjoy doing? Does he like to travel? Does he have any friends?

◦ Has Cliff changed over time?/How was Cliff created? [link to Science/rocks]

◦ What events has Cliff seen? [link to History]

◦ Why is Cliff a good name for this character?

◦ Can you create and illustrate any other characters following this theme? (e.g. a

girl named ‘River’, a lady named ‘Willow’…)

Reading – Mrs White and Miss Chandler

SCIENCE –SEED DISPERSAL

Learning Objective

To explore the importance of seed dispersal.

To explore the different ways in which seeds are dispersed based on their appearance of the flowering

plant.

Before we begin

Can you think of the stages in the life cycle of a flowering

plant and what occurs in each stage?

Look at the words around the bubble to help you.

Pollination

Seed formation

Plant growth

Fertilisation

Seed dispersal

Germination

1.Germination

2.Plant

growth

3.Pollination

4.Fertilisation

5.Seed

formation

6.Seed

dispersal

Discuss with a parent/carer what is seed

formation and seed dispersal?

Seed dispersal

During the process of fertilisation, genetic information from pollen combines with an egg cell in the ovary of a flower.

This is when the seeds start to grow inside the ovary. The flower of the plant changes as the seeds grow. Once the seeds have grown the plants try to spread these seeds as far as they can.

Quick questionMiss Miah, how does seed formation work

for fruits?

Seed formation of a fruit

Once fertilised, the ovary of the flower starts to swell and

grow. The seeds grow inside it, and the petals and stamen

gradually fall of the flower. The ovary gradually becomes a

fruit!

Look through the next slide to see some pictures of fruits

growing off from different flowering plants.

Can you guess what the name of these fruits are?

Here are the names of the fruits

Seed dispersal is the last stage in the life cycle of a flowering plant. Discuss with a parent/carer what is seed dispersal and the

importance?

Seed dispersal

◦ Seed dispersal is when the plant ensures its seeds are spread as far as possible from the plant to ensure that the seeds have a good chance of germinating.

◦ Seed dispersal is important for a plant’s survival because if a new plant grows under that parent plant, the seed will be unable to gain sunlight as it will be placed underneath shade of the already grown plant.

◦ The new plant also needs water and minerals from the soil, and if it grows nearer other plants it may not get enough water or minerals.

Before you watch the video, discuss with parent/carer some of the ways

plants disperse their seeds.

After watching the video look through

the next slides to read in further

detail of the ways in which plants

disperse their seeds.

Some plants such as grasses and dandelions use the wind to help them disperse their seeds.

The seeds are blown away from their parent plant.

Sycamore ‘helicopters’ and dandelion ‘clocks’ also have

fruits which are adapted to use the wind to carry see seeds away once they are ready.

Some plants make tasty fruits, to encourage animals and people to eat the fruits

and seeds.

Lots of plants use animals to disperse their seeds. Birds will eat

these blackberries and then the seeds pass through the birds’ bodies. Once the seeds are

released through animal droppings unharmed and the seeds may grow

if placed in suitable places.

Quick fire question: What are other examples of fruits eaten by animals with seeds inside?

Here are some examples: apples, pumpkin seeds and elderberries.

Bean pods like these ones in the picture explode once they are ripe! The pods dry out and get tightly stretched around the beans inside. Eventually, they explode and fling the beans

through the air.

Himalayan Balsam seeds and peas also have pods full of seeds

which will burst and shower the group with seeds.

These Burdock fruits stick to the furry coats of animals such as

sheep and get a free ride to a new place where they can grow.

Some plants like cockleburs develop tiny hooks on their fruits which likewise hook onto animals or humans that pass by the plant. Eventually, they drop off onto the

ground elsewhere.

Some fruits like horse chestnuts, have a casing around them which cracks once it hits

the ground.

The conker which is inside the fruit then rolls away from the

trees.

The casings will have begun to split open before they even drop.

Quick fire question: How can you tell if horse chestnuts are ripe?

Some plants rely on being shaken to disperse their seeds. The fruit of some plants, like poppies are just like pepper

pots! They sway in the wind or shake when animals brush past

them. The seeds are shaken out of the top.

However, shaking does not always send the seeds very far.

Some fruits can float over water. The coconuts from these

plants will fall into the water. The tide of the water will carry them to another beach where

they might grow.

Willow and silver birch trees also often grow near the water. Their seeds are quite light so they can float away on water

and grow.

Lily seeds

Water lily

Some plants rely on water to disperse their fruits. These will either grow on the surface of the water or by the side of

water.

Water lilies live on the water so they use the water to disperse their seeds. Lilies make light seeds which float away on the

water and then sink to the bottom of the pond to grow new

ones.

With a parent/carer discuss ways humans may

disperse seeds.

Here are some pictures to help

you thought shower.

◦ 1. Use either ‘Worksheet 5A’, ‘Worksheet 5B’ or ‘Worksheet 5C’ to cut and stick the cards onto the correction grid of the worksheet, ‘Fruits and Seeds Worksheet’. After cutting and organising, write down ways of how humans disperse seeds in the box labelled ‘How humans disperse seeds’ for Worksheet 5B and 5C.

◦ 2. Use the worksheet ‘Seed Dispersal Fact Files’ to draw a picture of your fruit and select the characteristics for each statement to create a profile about your fruit and how you think the fruit is dispersed.

This PowerPoint was created by Miss Miah, and I would love to see the work you have produced! Once

you have attempted the tasks please do send them through the Year 3 email address for me to

read and mark.