Menu
  • Fir Tree Junior School

'Learning and Growing Together'

Home Page

Maple Year 3

Welcome to Maple Class 2019-2020

 

Welcome to Maple Class website page! We are a Year 3 class who are energetic, extremely friendly and hardworking. We are very lucky to have Mrs Bevis and Mrs Ramira (our brilliant TAs) who will work alongside us, encouraging us to challenge ourselves and go the extra mile. Our teacher is Miss Hillier. Please feel free to come and see us before or after school if you have any queries and we will be happy to help. 

 

Our Class page is constantly changing, so please keep checking to stay up to date with all of the exciting learning we are doing!

 

Below you can find all the links you might need: 

Homework Information

Home Reading Journals

Times Tables Support 

Dragons

 

This term, Maple class are learning about dragons. To start our project, we heard a non-chronological report about the Manchester Ridge-Back (MRB) by the Dragon Seeker Pie Corbett. Here are some key facts we learnt about this type of dragon:

 

Manchester Ridge-Back

  • MRB are covered in shiny scales and are the size of a cat
  • Ridge-backs are dark green – so they can hide in grass and trees
  • Juveniles were born with a yellowish tinge
  • They are only seen only at night
  • They are vegetarians / herbivores
  • MRB’s nest in fir trees
  • They are found in Manchester – especially in parks and gardens where they feel the safest
  • Ridge-backs are the smallest dragon in the British Isles
  • Some have been tamed as household pets
  • They don’t breathe fire but their breathe is warm
  • MRB’s aren’t dangerous to humans
  • They are good at playing chess (some have become world champions)
  • Ridge-backs aren’t interested in gold, silver or any valuable stones
  • They are kind, gentle and shy


To help us learn about the Manchester Ridge-Back we created washing lines to help us remember the non-chronological report, here are a few:

Picture 1
Picture 2

Maple warmly invited a VIP into the classroom – Professor Know It All – to ask this scientist further questions about the MRB.

Picture 1
Picture 2
Picture 3

We then had the chance to research dragons, here are a few of the new species of dragon Maple class found:

Picture 1
Picture 2

After this, we designed a map to show where our dragon lived – we really consider the key for our maps to ensure our audience understood our drawings - below are a few examples:

Picture 1
Picture 2
Picture 3
Picture 4

Art 

 

In our art lessons, we have been exploring marking making and had a go at creating our own designs. In addition to this, we spent time investigating the artist Paul Klee. Maple Class learnt the following facts: 

  • Paul Klee was born on 18th December 1879.
  • He was born in Muchenbuchsee bei Bern, Switzerland.
  • Klee's father was a German music teacher and his mother was a Swiss singer.
  • Originally, Klee wanted to train to be a musician but when he was a teenager he was inspired by art.
  • In 1898, Klee studied at the Academy of Fine Arts in Munich.
  • He became friends with Wassily Kandinsky in 1911.
  • By 1933 he completed more than 500 pieces of work.
  • Six years later, he had completed 1200 pieces of art.
  • Over his lifetime, he had designed over 9000 pieces of artwork.
  • By 1939, he completed 1200. He finished more than 9000 pieces of art in his lifetime.
  • Klee died on 29th June 1940 and is buried at Schlosshaldenfriedhof in Switzerland.

 

 

Maple applied their knowledge and skills to design a draw eye, here are some of the designs:

 

Pictures coming soon…

 

We then spent several afternoons recreating our designs using clay. We used our marking making skills to make the eyes look real and represent the scales of our dragons. Here are our final pieces:

 

Pictures coming soon…

Judo 

 

Maple Class are learning about Judo as part of our PE. In our first session with Mr Hutton, we learnt that Judo was founded in Japan. We developed our knowledge of key terminology and Japanese words including:

  • The word ‘dojo’ means exercise or practise hall where you learn how to do Judo.
  • ‘Sansei’ means teacher
  • ‘Ha-jime’ means start or begin
  • ‘Matte’ means stop – Mr Hutton will use this when he wants to say something to the class; if he wants us to listen to instructions or to ensure we are safe.
  • ‘Rei’ means bow.
  • ‘Goshi’ is the Japanese word for hips.

 

As a class, we have learnt how to tie our ‘obi’ (belt) – here are a few steps we used:

  1. Find the centre of your obi.
  2. Hold your obi to the centre of your tummy (on your belly button).
  3. Pull your obi firmly across the front and pass both ends around the back.
  4. Cross your obi over and bring both ends to the front again.
  5. Pass one end over the other and up between the body and the whole of the obi
  6. Pull hard on both ends in an outward direction to ensure the obi is secured around your body
  7. Loop the right end back over and under the left end and pull both ends to form a knot.

 

It is really important that we only practice Judo in a dojo!

 

We have also had the opportunity to learn some hold downs – these included:

  • Gesa-Gatame (the Car Hold)
  • Yoko-Shiho-Gatame (the Shark Hold)

 

Photos are coming soon…

Skateboarding Session 

 

On Thursday 3rd October, Maple had the opportunity to take part in a skateboarding workshop. This was run by Team Rubicon – for more information please see: http://teamrubicon.co.uk/. To start the session Ben showed us how to put on all the safety equipment (including helmets, knee and elbow pads). We then were taught how to get on and off of a skateboard correctly. By the end of the session, we were jumping onto the skateboards and having a go at skating around the playground either individually or with some help. Here are some photos:

 

Photos coming soon…

More information coming soon…

Take One Picture

 

Today, Maple started their Take One Picture project. At the start of the session, the picture had been split into four pieces and we had to work as detectives. Our job was to write clues of what we could see in each of the sections and start to think about what the picture would look like altogether. Everyone did a fantastic job! After this, we saw the picture in full for the first time and we had the challenge of thinking about a title for this piece – we had lots of ideas, here are a few of them:

 

The Sea

The Beach

Devon

St Ives

Margate

The city of Atlantis

Menorca

The city by the sea

The village by the sea

 

At the end of the session, we learnt that this picture had been designed by the artist Janet Bell and she had named the piece St Ives Deckchairs.

 

Art: 

 

We have had the opportunity to create our own seaside themed picture; learn about the artist and draw our own seagulls. To showcase our project, we decided to recreate this picture. Everyone designed and drew a house for the background. We then worked in teams to focus on different parts, for example: the palm tree, lighthouse, seagulls, boats and clouds.

 

This is Janet Bell's Picture:                                                                                      This is Maple's Version: 

 

Picture 1
Picture 2

We also found out some key facts about our artist, here are a few:

  •  Janet Bell’s work is based on the English seaside
  • She has links to Denmark
  • Janet Bell has been painting since 2001
  • She set up a studio in Chester
  • Janet and her husband moved in 2007 to the Isle of Anglesey where she opened the ‘Janet Bell Gallery’

 

Maple also had the opportunity to design and create their own seagull using a paper plate. Seagulls are an important part of this picture and also link to our English project based on a media clip called Piper (by Pixar).  Here are some examples:

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Picture 8

Design and Technology: 

 

We also had the opportunity to develop our DT skills by creating our own lighthouses. Maple class spent time researching lighthouses – what they looked like; their size and their purpose. We then created our own lighthouses using plastic bottles and strips of card. Here are a few:

Picture 1
Picture 2
Picture 3
Picture 4

English: 

 

Maple sat and watched the Pixar clip – Piper – which is all about a little seagull. Together we recorded all the key events that happen to Piper during the clip. Here are a few: 

 

  1. Piper’s Mum came out of the nest to get some food for Piper.
  2. Piper’s Mum stayed there by the sea and tried to get Piper to meet her.
  3. Piper ran out of his nest to the sea and tried to get to his Mum really quickly.
  4. Piper tried to get some food but got caught by a massive wave.
  5. Piper got wet and fuzzy – he didn’t like the feel of the water and was scared of it.
  6. Piper was hungry.
  7. He saw a mini sea crab and watched him collect food. The sea crab dug a hole in the sand to wait for the water to go by.
  8. Piper copied – he dug a hole because the water was coming in so fast.
  9. Under the water, he saw where all the food was and how lovely the sea could be.
  10. In the end, he loved the water and got lots of food for the other seagulls.

 

Maple class also did some storytelling - we went out onto the playground and retold the story of Piper with a partner. To help us, we used our storyboards and retold the story in sections. Everyone did a fantastic job and were able to tell the story from the start to the end.  

Science:

 

As part of our project, we spent time investigating lighthouses and focusing on circuits and electricity. Maple class spent time learning how to create a circuit using wires, a battery and bulb. Some of us really challenged ourselves by adding in a switch to control the flow of electricity. We learnt that a circuit has to have a battery (or cell) to provide the power. Also, we spent time exploring how to accurately draw each of the components within our circuits using scientific symbols:

Picture 1
Several members of Maple completed some exploratory learning by adding more than one of each component to the circuit (for example: two batteries or two bulbs). They found that the more power that was in the circuit the brighter the bulb and the more bulbs used in the circuit the ‘duller’ the light was. Here are some of our circuits: 
Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Picture 8
Top