Year 3 have been researching the question: how do magnets work? Following our initial research, we predicted that a magnet needs a metallic object to work. This then raised the question of whether all metals are magnetic (a question for next lesson!). We then discovered that magnets have two poles: a north and a south pole and concluded that alike poles repel whereas opposite poles attract.
As part of the work we have been doing surrounding Anti-bullying and promoting kindness, we participated in Odd Sock Day. We shared the beautifully written and illustrated book ‘Odd Dog Out’ by Rob Biddulph and discussed the powerful message it delivered of appreciating individuality and uniqueness. Children also explored other books based on kindness.
Class 1 explored what makes a Big Question and what makes a Small Question. We all agreed that it wasn’t to do with the length of the question!
We discussed and agreed a way of identifying the two types of question and we made a list of the features.
Later, we explored the question ‘Is it ok to bully a bully?’ as part of our PHSE unit of work on Anti-bullying.
Here are some of the key ideas and opinions that the children shared:
We went to the British Museum today to learn more about Ancient Greek architecture. We learned new words such as columns, egg and dart, and ionic capital, all of which are related to architectural structure. We looked at the artworks that the Ancient Greeks painted on various sized pots inside the museum. We drew the columns and artworks found on the ceramics in our sketchbooks.
We built on our forces learning to plan a fair test to investigate how different surfaces - including wood, gravel and carpet - affect how a toy car moves. We predicted that the car would need the most amount of force to move on the gravel because it is so bumpy. After fairly testing each surface, we discovered that our prediction was right!
We explored a selection of toys and their different types of movement. We then used a Venn diagram to sort and classify the movements according to which force they use: a push, pull or twist.
To mark Remembrance Day, Year 3 read a poem written by John McCrae called 'In Flanders Fields' which inspired the use of the poppy as a symbol of Remembrance. Later we explored the meaning behind the different poppies that are worn during Remembrance Day. The red poppy is the most commonly worn poppy that commemorate those who sacrificed their lives in World War One and the conflicts that followed. The black poppy is most commonly associated with honouring black, African and Caribbean communities' contribution as servicemen and servicewomen, and as civilians. The purple poppy is often worn to remember animals that have been victims of war. Some people might choose to wear a white poppy. The white poppy is handed out by a charity called Peace Pledge Union, which promotes peace. Children made their own poppies and participated in a 2 minutes silence to remember the effects of war and all those who died.
Today the year 3's were visited by Sarah from Coram Life Bus, who informed the children about living a healthy life. They learnt how to improve both their physical and mental health and wellbeing.