Welcome to Class 3!
Miss Chiam (Teacher)
Mrs Harrow (Teaching Assistant)
Mrs Harrow (Teaching Assistant)
Scroll down to see what we have been learning so far...
Swan Lake
In the Spring Term, we took part in the Royal Opera House's 'Design and Make' challenge. We had to design and make a set for the ballet 'Swan Lake'. Class 3 really enjoyed this project and it took us a number of weeks to build up to making our final design. Here are some of the steps we followed:
Here are some of our final sets inside the model box!
- Respond to the music of Swan Lake
- Learn the story of Swan Lake
- 3D model water and trees
- Quick design sketches
- Make a storyboard
- 3D model a whole world/set
- Make a mood-board
- Create a final design
- Make final design
Here are some of our final sets inside the model box!
Rotten Romans
After spending the half term learning all about the Romans, we had a visitor in from Portals to the Past to lead a 'Roman Day' with the class. For their homework, Class 3 had been working hard on Roman and Celt costumes to dress up in - they all looked fantastic and we had a great day!
Hadrian's Wall
First, we learnt about Hadrian's Wall. We found out that every 1.5km there was a Mile Castle, every 500m there was a Turret and every 8km there was a Fort. We used these measurements to have a go at drawing the wall to scale - this made us realise how big the wall really is!
Roman Catapults
Our topic for this half term is 'Rotten Romans'. To introduce the topic, we learnt about how the Romans successfully used catapults to smash through walls and fortifications. We were then given the task of designing and making our own catapults! We worked as a class to think about what would make a successful catapult and recorded it as our design criteria. We referred back to this throughout our project.
Catapult Design Criteria
· Test out your ideas first.
· Catapult must have a firing mechanism.
· It must be strong!
· It needs to stand up by itself.
· You need to be able to hit a target.
· The Catapult must fire over a distance.
Once we had our design criteria, we begin to experiment with different shapes and materials to make the base of our catapults.
Catapult Design Criteria
· Test out your ideas first.
· Catapult must have a firing mechanism.
· It must be strong!
· It needs to stand up by itself.
· You need to be able to hit a target.
· The Catapult must fire over a distance.
Once we had our design criteria, we begin to experiment with different shapes and materials to make the base of our catapults.
Once we had a strong base for our catapult, we explored the different ways to make it fire. Most of us used elastic bands and lolly sticks, but one group used string and card to make their catapult fire. We attached our mechanism to our structure and carried out lots of tests to make sure that our catapult would fire successfully. We identified any problems and worked as a team to make the adjustments our catapults needed.
Finally, we tested the catapults to see if they fit our design criteria. First, we had three attempts to see how far they could fire and we measured the distance in metres and centimetres. Next, we used a target to check how accurate our catapults were. We used a points system and had to add up our total after having three attempts.
Finally, we tested the catapults to see if they fit our design criteria. First, we had three attempts to see how far they could fire and we measured the distance in metres and centimetres. Next, we used a target to check how accurate our catapults were. We used a points system and had to add up our total after having three attempts.
The last step was to evaluate our catapults. We used our scores and the design criteria to give ourselves marks out of 10 and a 'what went well' and 'even better if'.
Little Shop of Horrors!
Our topic this half term is called 'Little Shop of Horrors' and we will be learning all about plants.
Plant Monsters!
To conclude the topic, Class 3 designed and created their own plant monsters! They had to have all of the important parts of a plant such as the roots, stem, leaves and petals. They also used what they had learnt in Literacy and Numeracy to write about their plants and measure how tall they were.
|
|
Planting Peas Conclusion
After 6 weeks of watering their peas using their timetable, Class 3 measured their plants in centimetres and millimetres. They then identified their tallest plant so that the class could make comparisons between how much their plant had grown and how much it had been watered. They used this information to write a conclusion.
Class 3 also took the plants out of the pots to observe the roots, stem and seeds and how they had grown in the soil!
Class 3 also took the plants out of the pots to observe the roots, stem and seeds and how they had grown in the soil!
Drawing and Painting Plants
Class 3 went outside to create drawings of plants. They used the shadows of the plants to draw round and also drew round the plants themselves to create a pattern in their sketchbook. Once they had finished their drawings, they learnt how to use watercolours to paint their plant patterns.
Planting Peas
Class 3 discussed what was needed in order for plants to grow before creating an investigation to see what affected a plant's growth. They decided to investigate how the amount of water affects how a plant grows. The class decided that they should keep the amount of water the same each time the plants were watered to make the investigation fair. However, each group decided how many times a day or week they were going to water their plant and we created a timetable for the groups to follow.
At the end of the half term we will measure our plants to help us draw a conclusion from our investigation.
At the end of the half term we will measure our plants to help us draw a conclusion from our investigation.
