Year 3 and 4 Home Learning
Two weeks beginning 15th June - Food - focusing on D&T, Science and RE.
See the Home Learning Letter with all learning activities by clicking here
All resources for the activities can be found in the boxes below - please download using the links provided.
Please record work in the yellow book provided
Set aside time for your child to read for at least 20 minutes each day.
Set aside time to read a story or to discuss books with your child each day.
Log into Bug Club - https://www.activelearnprimary.co.uk/login?c=0 to access your books and comprehension activities.
Additional reading support
Reading live lesson on BBC https://www.bbc.co.uk/bitesize/dailylessons
Oak National Academy https://www.thenational.academy/onlineclassroom -comprehension activities
Week 1- This week we would like you to develop your understanding of instructions. Good instructional writing will use the skills we will develop this week.
Task 1: Go through the PowerPoint on imperative verbs and using imperative (bossy) verbs write sentences to go with them.
Imperative verb PowerPoint found here
Imperative word cards are found here
Task 2: Watch the BBC Bitesize clip for your year group about adverbs. This will help you understand what adverbs are and how they are used. Using the adverbs worksheets provided on the website, please highlight all the adverbs that are used in the sentences. Remember: Adverbs describe a verb. If you find the verb first, it’s easier to find the adverb. Record 6 adverbs to use later on in your recipe writing
https://www.bbc.co.uk/bitesize/articles/zbn492p (Y3) Adverbs
https://www.bbc.co.uk/bitesize/articles/zv73bdm (Y4) adverbs and adverbial phrases.
Identify adverbs (Y3) found here
Magic adverbs (Y4) found here
Task 3: Watch the BBC Bitesize clip for your year group about fronted adverbials. This will help you understand and revise fronted adverbials and how they are used. Complete the activities provided on the website. There is a fun quiz about fronted adverbials.
https://www.bbc.co.uk/bitesize/articles/z62ckmn (Y3) Fronted adverbs
https://www.bbc.co.uk/bitesize/articles/z7v4kmn (Y4) Fronted adverbs
Fronted adverbs word mat can be found here
Task 4: Use these language skills to write and design a poster of a set of instructions for how to wash your hands correctly. There are lots of examples online to inspire you.
Week 2 -
Task 1: Watch the BBC Bitesize clip about to write a clear set of instructions. Stefan Gates demonstrates the process of instructional writing using the real-life situation. He talks through the key features of instructional writing using the correct technical terms. Then watch it again and list any imperative/bossy words and features of instruction texts.
PowerPoint on instructions can be found here
Example instructions can be found here
Task 2: Discuss with a family member the following questions. It is your choice if you want to write your answers.
- How well do you think Stefan did with his instructions?
- Could he have added any other sections to improve his instructions or final cake?
- What about a section exploring decorating the cake in different ways?
Task 3: Linked to your DT learning on food- write up instructions for Stephan’s recipe or your favourite family recipe that you have made.
Tips: Look at the example of recipes and discuss the features. Try to include all the literacy skills that you learnt (imperative verbs, adverb and fronted adverbials). Think carefully about how they are presented. Check to see if you have included all the features on the list shown in next column.
Features of Instruction Texts
- Introduction – a short sentence-what do the instructions make?
- Materials needed
- Chronological Order
- Imperative Verbs (bossy)
- Time adverbials (first, next, then)
- Final sentence- maybe tell the reader what to do now they have made it.
Daily handwriting. Encourage your child to take their time, to ensure that the writing is neat. You could practise using rainbow writing techniques in your books.
Ensure that your child has the correct writing grip.
Practise adding suffixes beginning with vowel letters to words of more than one syllable.
Start with these:
Beginner - beginning - forgetting - forgotten - gardener -
gardening - limitation - limited - limiting - preferred
Many ways to practise: Rainbow write, pyramid write, make your own word search, play guess my word game as in previous Home learning.
Use the spelling frame game to practise adding suffixes:
Practise adding the following prefixes to words.
Adding the prefix re= meaning again.
Adding the prefix sub =meaning below or under.
Adding the prefix mis= meaning wrong
Adding prefeix tele= meaning distant
Here are some: Redo refresh return reappear redecorate subdivide subheading submarine submerge misbehave mislead misspell .
Use the spelling zone game to practise adding prefixes.
Check out this website for further resources for the prefixes https://www.spellzone.com/word_lists/list-70226.htm
Sub and tele flashcards found here
Over the next two weeks your MyMaths will be set weekly. It has been great to see you completing the learning on MyMaths.
Week 1 - Time
https://mathsframe.co.uk/en/resources/resource/116/telling-the-time - Telling time game https://www.bbc.co.uk/bitesize/clips/z3rkq6f - Adding and subtracting time
https://www.bbc.co.uk/bitesize/topics/z4nsgk7/articles/zqf4cwx - What are metric measurements? https://www.bbc.co.uk/bitesize/clips/zhj2hyc - Estimating and calculating distances https://www.bbc.co.uk/bitesize/clips/zfhsb9q - reading scales Site with variety of measurement games including time: https://www.topmarks.co.uk/maths-games/7-11-years/measures
Learning Journey: Food
Week 1: RE- Think about special celebrations in your house- what foods do you have? Some celebrations are traditionally celebrated by certain foods or meals for cultural or religious reasons.
Discussion What is your favourite food? Why? Are there any foods you aren’t allowed to eat? Why is this? Food is very important in lots of different religions.
Some foods are used for special purposes, some foods are used to celebrate special events, and some foods are forbidden or avoided according to special religious rules. Do you know any special rules about the foods that people of different religions are not allowed to eat?
Task - Read the PowerPoint for special foods to find out about some of the rules surrounding food in different religions. There are lots of interactive activities to complete and a quiz at the end. Enjoy!
PowerPoint can be found here
Activities can be found here
Use a dictionary to find definitions for the following words:
fasting, sacrifice, prophet, pilgrimage, self-discipline, devotion
You could: write definitions, draw an image (of some of the words) to represent it or try and use it in a sentence.
Online dictionary: https://www.dictionary.com/
Science- Food chains
Task A: Create a brainstorm about what you can remember about food chains. Write down definitions, draw pictures or list key words.
Watch the Bitesize clip to learn about food chains. What is a food chain? A food chain shows how plants and animals get their energy. https://www.bbc.co.uk/bitesize/articles/zrjw7nb
After you have watched the video. Read the information below the video all about Producers, consumers, predators and prey.
Based on what you have learnt, can you now draw your own food chains?
Task B: Click on any of the links below to complete the food chain challenges. Each habitat has its own food chain based on the animals and plants found there. Put your knowledge of food chains to the test - explore the interactive scenes below from three different habitats, build your own food chain and watch films about all the animals and plants from the BBC archive.
You will find food chain vocabulary and definition cards found here. Have a go at matching each card to the definition.
RE and Design and Technology
Plan and if you can cook a meal or bake a dish from another culture/country or religion. Make sure you are cooking with an adult.
Write up the recipe and method.
Consider and explain why this meal is suitably designed for that target group (Think about food restrictions, seasonality, fair trade, religious custom). Include an introduction that persuades the reader to make (see model text for an example of this).
You could even film yourself doing to create an instructional video like CBeebies ‘My world Kitchen’ series
Turkish Bread recipe https://www.lazycatkitchen.com/no-kneadturkish-bread/
Recipe template found here
A website for kid friendly recipes from around the world: https://www.bonvoyagewithkids.com/kidfriendly-recipes-around-the-world/
Week 2: Design and Technology- Food:
Have you got the Eggsfactor?
This week, we would like you to design a recipe that can include eggs. Eggs are a versatile ingredient, rich in protein and can be used in many different ways: boiled, scrambled, poached, fried or baked. They can be combined with many other ingredients to create dishes too.
Think about characters from books, films or TV that you could create an egg based recipe for. What kind of food would they like? Here are some examples: Harry Potter might like something magical– maybe an egg sandwich with a colourful range of vegetables in it? A Transformer might like a simple soft boiled egg with toast soldiers. Bugs Bunny might like an omelette with added carrots in! Willy Wonka might like to use a different type of egg perhaps? The recipe you will be creating for your chosen character will need to be practical and edible. Please adapt as necessary to fulfil the dietary requirements of your family.
Complete the planning sheet to create your own recipe found here
Example recipe for cooking inspiration- check out: https://www.bbcgoodfood.com/search/recipes?query=Kids%20egg or https://www.eggrecipes.co.uk/recipecategory/kids-recipes
Make Follow your recipe to make your egg-based dish. You may need to practise some of the skills required to make your recipe beforehand. What cooking techniques (whisking, chopping, mixing etc) will you use?
PLEASE ENSURE THAT ALL COOKING IS DONE UNDER THE SUPERVISION OF AN ADULT! You could create a video or take photographs to show others how to make your recipe if you are able to.
Think carefully about what you liked and didn’t like about the recipe you just made. What could be improved? What would you do differently next time? Write an evaluation of your design, the cooking process and the end product.
Find the evaluation sheet here
BBC Bitesize- French food- Year 3/4
Create a piece of artwork using only food! You could use real food or pictures from magazines for this.
Take a photo and sit back and eat your work!
Have a go at making a mud pie outdoors! Or perhaps (with an adult) you could do some cooking outdoors using a camping stove, fire pit or BBQ. Alternatively, you might want to make your own bird feeder
Look at the food in your kitchen, where has it travelled from? Locate places of origin on a World map or create a table to show where the food came from. For example, bananas from Costa Rica, tea from India.
World map found here