GWA Grade 3

Here we go, with our sixth and final unit (and maybe we’ve been saving the best until last!). This week you’ll be working in your classes to try and come up with a definition of what poetry means to you. We’ll also look at what you know about poetry and why people like to read or write poems.

For some people, poetry is about emotions and powerful feelings; for other people it might be about making you think a different way; for other people, poets are like artists who paint with words; for other people, poetry might be about using language in unique and interesting ways to describe something. However, many people might say that poetry is anything we can’t identify as “regular” writing. Every person might have a different belief about what poetry is.

Today, you’re going to put words together to tell about something in a different and interesting way. Today you’ll be making magnetic word poems. Drag the words around to make phrases. They don’t have to be full sentences and they don’t have to make sense to anybody but yourself. Be descriptive, be creative and have fun. Sometimes moving a word to a different spot in a sentence can change the meaning of everything, so think about it carefully.

Click HERE to go to the magnetic word poetry maker.

BBC Area Activity

BBC Volume Activity (Use a calculator to help)

Measuring Capacity
Filling a jug to 1 litre

Test
Matching Measurments

Challenge Activity
How High? – Volume and Capacity problems

We’re going back to talking about what everything, including air, is made out of: Matter!
First, let’s go back and learn about the characteristics of materials and some great videos about matter and changes of state.

Let’s see what you know…
Solids, Liquids and Gass QuizMatch the right answers to reveal the picture.
Changes of State QuizMatch the right answers to reveal the picture.
Label this diagram of how matter can change states. You get a point for each part you label correctly.

Finally, here’s a little activity to learn about air pollution. When do you think the air pollution in a city is the worst? Morning? Noon? Afternoon? Evening? Night? Click here to see what is happening to the Carbon Monoxide that comes come our cars.

Before we get into our new unit on air and the properties of air, we will be looking at the three main states or phases that materials can be in (solid, liquid, gas) and looking at how they are connected.

A material’s state can be solid, liquid or gas. Materials are made up of lots of little particles called matter. How these particles are arranged determines their state.
Solids can hold their own shape unless something happens to them.
Liquids flow and take the shape of their container.
Gases are usually invisible and spread out to fill up spaces.

The word ‘material‘ describes what things are made from.
Materials have properties that make them useful for certain jobs.
Examples:

1. Follow this activity to find out more about different materials and their characterisics: Characteristics of Materials
2. Try this actvity to see how heat can affect a material and how matter reacts to it: Changing Matter. Here’s another one about changing solid and liquid states Change it!
3. Here are some great activities to learn more about solids, liquids and gases:
Solids and Liquids,
Changing State,
Gases Around Us,
States of Matter
4. When matter changes states due to temperature or pressure, sometimes it can be changed back and sometimes it cannot be changed back to its original form. Try this activity to see what is reversible (can change back) and what is irreversible (cannot be changed back): Reversible or Irreversible
5. Test what you know about the cycle of a reversible state of matter by putting the labels in the correct spots: Changing States. If everything is correct, then you can print it out for your portfolio.

6. Once you’ve discovered everything you can about the states of matter, you can then play this game: States of Matter

If you’ve finished them all, try out the activity, video and quiz from here: Solids, Liquids, and Gases

We’ve been learning about children’s rights and why it is important that you have them.  Having rights also means having responsibilities to ensure that your rights are protected, used and promoted.  As part of promoting your rights, you will have a chance to design and create a shirt that explains and promotes a right that you think is important.  This weekend you will need to choose a right, rewrite the important parts so that it is a short sentence, and decide a creative and clear way to show that right and why it is important.  We will be wearing them on Tuesday.   Your design should be:

• Clear so that anyone who sees it will understand what you want to teacher others
• Simple so that it will be easily to paint with a brush
• Powerful so that people understand how important your message is

UN Convention on th Rights of the Child downloads:
Student friendly version here
Get the convention in your language here

According to the International Labour Organization, the term “child labour” is usually work that takes away a child’s childhood, their potential and their dignity. It is also harmful to their physical and mental development.

This might be work that is mentally, physically, socially or morally dangerous and harmful to children.  It usually stops them from going to school in some way.

In the worst cases, child labour involves children being enslaved, separated from their families, exposed to serious hazards and illnesses and sometimes they are left to live on their own on the streets of large cities – often at a very early age.

Here is a slide show from the ILO.

We are now starting to learn about what rights are and what rights that children all over the world should have. The problem is that not all children are getting the same rights as you are. There are many organizations all over the world that have been set up to make sure that children are kept safe, healthy and happy. UNICEF is one of those organizations. It was created to help make sure that somebody is trying to help children who need help. Go to this link to find out more about UNICEF and who they help.

UNICEF

For those who are finished their ecosystem projects, here are a few activities and fun sites on different examples of interdependence in an environment for you to explore.

BBC: Food Chains and Cycles – Read about the different feeding relationships between organisms in an ecosystem. When you are finished, you can take an interactive quiz to test what you have learned.

Build a food web – Connect the plants and animals together to form a working food web.

Food Chain Levels – Choose different ecosystems and learn what animals make up each level (Producers, herbivores, omnivores, carnivores).

The Food Chain Game - Learn about the different parts of a food chain and then play the food chain game

Food Chains - Find out how plants and animals are linked together

Habitats and Food Chains – Learn about a woodland habitat and how all the living things depend on each other.

Food Chains and Food Webs – Learn all about the food webs and chains from different habitats. At the bottom of the page you can create your own food web.

Fun with Food Webs – Play games by arranging a correct order of a food web of different habitats.

Here are some links we will be using to learn about maps and mapping:

What are Maps?
Map Games
Mapping Coordinates
Mapping Our World
Basic Map Skills and Understanding

We are gong to be looking at how different cities and different areas of cities are laid out. Different cities are planned and developed in different ways and for different reasons. Depending on how they are planned, people will travel in different ways within them and live in different areas.

Click each link to view an area of the city. In our lesson we will be learning different ways how to copy, paste and then crop images to place them into a Word document to compare differences.

Old Dubai

New Dubai

India, New Delhi – City Centre

London, UK – City Centre

New York, USA – Manhattan

Rome, Italy – Old City

Toronto, Canada – Downtown

Venice, Italy