Wednesday 10th June- Wednesday 17th June

How do shadows change during the day?

Later this term in Science we will be looking at shadows and how they alter through the day.  To prepare for this lesson we would like you to explore how shadows look at different times of day.

This task is split into 'key challenges', so everyone can choose at least one part to work on. You can pick the keys that feel right for you. Most children will try to complete all of the keys, but you can challenge yourself by choosing the ones that make you think harder and help you learn more about the topic. Be curious and do your best! 

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 -1 Key Challenge

Shadow Spotter

• Choose an object (toy, plant, bottle, etc.).
• Place it in the same spot outside.
• Draw or photograph its shadow in the:
  • Morning
  • Midday
  • Afternoon
• Label each picture with the time.
• Write or tell an adult what you notice.

Success criteria:
✔ Observe a shadow at different times
✔ Record what you see
✔ Notice at least one change

 2 Key  Challenge

Shadow Scientist

• Choose an object and place it outside in the same position.
• Measure the length of its shadow 3–5 times during the day.
• Record your results in a table.

• Answer:
  • When was the shadow longest?
  • When was it shortest?
  • Why do you think this happened?

Success criteria:
✔ Measure accurately
✔ Record results clearly
✔ Explain the pattern you found

- 3 Key Challenge

Shadow Detective

Investigate and present your findings creatively. You could:

• Create a time-lapse video
• Make a shadow clock
• Produce a poster or slideshow
• Build a simple graph showing shadow length throughout the day
• Compare shadows on a sunny day and a cloudy day
• Investigate whether different objects create different shadows

Then explain:

• How the Sun's position affects shadows
• Why shadows change length and direction during the day
• What you discovered from your investigation

Success criteria:
✔ Collect detailed evidence
✔ Present findings creatively
✔ Use scientific explanations to support conclusions

 - 4 key challenge

children could choose one of these extension tasks:

• Create shadow art by tracing a shadow at different times.

• Make a shadow puppet show and explain how shadows are formed.

• Design a "Shadow Diary" showing changes over a whole day.

• Predict what the shadow will look like before each observation and check if you were correct.

Spellings - test for all groups will be Weds 17th June, due to our school trip this week. 

Below are the Year 3 & Year 4 words that children in England are expected to be able to spell by the end of Year 4. 

The link below will take you to the spelling scheme we are working from in school.

https://home.oxfordowl.co.uk/english/primary-spelling/

This document contains spelling strategies that are used in class, and can be used at home to aid learning new words:

Southborough's Spelling Strategies

Times Table Rockstars!

To keep practising the multiplication skills taught in class, and challenging yourself to keep the ones you already know fresh, don’t forget to log into your Times Tables Rockstars account.

You should be practising for at least 30 minutes a week.

We have a TT Rock Star of the week. Look out to see who the first one is!

https://play.ttrockstars.com/

Rapid recall of multiplication is essential for success in maths and Times Tables Rockstars gives you self-confidence, recognition and motivation to improve.

Challenge yourself to beat your score, build your knowledge and watch your confidence sore, as you become a Rockstar!

Please ask your class teacher if you need replacement log in details.

We are continuing to learn our multiplications with fun songs! Practising for just a short time each week will make a huge difference in building strong multiplication and division skills, which are essential throughout Key Stage 2 and beyond.

We have been learning our eight timetables - here is our new song for you to practise at home - 

Eight Times Table Song (Cover of All About That Bass by Meghan Trainor)

3 Times Tables - Have Fun Learning!

4 Times table song (A Whole New World from Disney's Aladdin)

4 Times Table Song (APT be Rosé and Bruno Mars)

Counting By Sixes Song

7 Times Table Song | Skip Counting by 7 Song with Multiplication

Seven Times Table Song (Cups by Anna Kendrick Cover) with Classroom Instruments

The 12 Times Table Song | Skip Counting by 12 for Kids

Reading

Please ensure you hear your child read regularly and record on Boom Reader using the parent app on your tablet/mobile no more than once a week:

boomreader.co.uk/parents

Some helpful questions to ask the children and check their understanding as they read have been pasted below. 

Children should bring their Accelerated Reading book to and from school each day. When they have finished reading their current book, children are asked to complete a quiz before choosing the next one:

https://global-zone61.renaissance-go.com/welcomeportal/6704864

Please note: pupil login details have changed slightly due to an upgrade that has taken place on the Accelerated Reader platform. Pupil login details (user name and password) should now be enter in all lower case (no capital letters at all). These login details are used each time your child quizzes a school reading book which carries an accelerated reading quiz code.

Vocabulary Questions 

At this age, children should start using context clues and exploring word choices.

Understanding New Words

• What do you think the word “___” means in this sentence?

• Which words around it help you work it out?

• Can you replace “___” with another word that means the same?

• Is this word positive or negative? How do you know?

• Does this word describe a feeling, action, or appearance?

Exploring Word Choice

• Why do you think the author chose this word?

• How would the sentence change if we used a simpler word?

• Can you think of a stronger or more interesting word to use?

Using the Word

• Can you say a new sentence using that word?

• Can you act it out or draw what it means?

Inference Questions (Reading Between the Lines)

Year 3 children should start justifying answers with evidence.

About Characters

• How is the character feeling? What words tell you that?

• Why did the character behave that way?

• What might the character be thinking?

• What clues show that something is wrong?

About Events

• Why did that happen?

• What do you think will happen next? Why?

• What clues helped you make that prediction?

• What might happen if the character makes a different choice?

Using Evidence

Encourage answers like:
"I think this because the text says…"

• Where in the text did you find your answer?

• Can you prove that using the story?

Summarising Questions

Children at this stage should focus on main events rather than retelling everything.

Retelling

• What happened at the beginning, middle, and end?

• What was the main problem in this chapter?

• How was the problem solved?

• Who are the most important characters?

Finding the Main Idea

• What is this chapter mostly about?

• What is the most important event so far?

• If you had to tell this story in 3–5 sentences, what would you say?

• Can you summarise this page in one sentence?

Sequencing

• What happened first?

• What happened just before/after that?

Stretch Questions (For Confident Year 3 Readers)

• What lesson might the character learn?

• What is the theme of this story? (e.g., friendship, bravery)

• How would you describe the main character in three words?

• Why do you think the author wrote this story?

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