bellambi public school kindergarten gymnasts learning from

Bellambi Public School

Kindergarten Gymnasts

Learning from Home Package

What is in the package:

Remote learning guidelines for students and parents

Learning environment checklist

Some activities for home

Weekly Timetables

Learning from Home Grids

How to use the package:

Timetables are in 3 weekly blocks.

Reading/Writing and Maths grids cover 5 weeks of

work.

Other KLAs cover whole terms work.

PLEASE FOLLOW THE TIMETABLES FOR WEEKLY LEARNING

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Reading and Writing:

INSTRUCTIONS: Watch the “Book of the Week” video on SeeSaw or story of your own choosing at home, and complete an activity from the grid every day. Students must complete in a workbook and take a photo to upload onto Seesaw.

BOOK ACTIVITIES

ANZAC Ted

Week 1 28/04 - 1/05

Reading: Draw a picture of ANZAC Ted and label your picture using adjectives. Think of colours, size, how he feels etc.

Reading: Draw a picture for the beginning, middle and end of the story. Use your pictures to retell your story to an adult and post a video to SeeSaw

Writing: Using your labelled picture of ANZAC Ted, write a sentence or more describing ANZAC Ted.

Eg. ANZAC Ted is a soft, brown bear. He is old and dirty.

Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Choose one of your pictures (beginning, middle or end of the story) and write a sentence about your picture. Practice writing the word: and Use one of these sentence starters:

ANZAC Ted is _______ and he _______.

ANZAC Ted likes to _________ and _________.

The war was ________ and _________.

Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can

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hear. Don’t worry if you can’t hear all the sounds.

Writing: Practice writing these words: went to Copy this sentence: ANZAC Ted went to war. Re-write the sentence changing the last word. ANZAC Ted went to ______. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Possum Magic

Week 2 4/05 - 8/05

Reading: Before listening to the story, draw a picture or write a sentence about what you think will happen in this story.

Reading: Complete the ‘My Story Map’ activity on SeeSaw or on the worksheet provided. Draw or write in each box.

Writing: Practice writing these words: she likes have Choose a character from the story and write a description using adjectives. You can describe what they look like or how they act. E.g. Hush is a cute little possum. She likes to have fun. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

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Writing: Imagine that you were invisible. What would you do? Draw a picture as a plan for writing tomorrow. You might like to label your picture with some words you could use in your writing. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Using your planning, write a sentence or more about what you would do if you were invisible like Hush. Use this sentence starter: If I were invisible, I would… Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Wombat Stew

Week 3 11/05 - 15/05

Reading: Draw a picture of a character in the story and label your picture using adjectives. Think of colours, size, how he feels etc.

Reading: Complete the ‘My Story Map’ activity on SeeSaw or on the worksheet provided. Draw or write in each box.

Writing: Practice writing these words: has and Choose a character from the story and write a description using adjectives. You can describe what they look like or how they act. E.g. Wombat has sharp teeth and a pointy nose. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Imagine you were making a special stew. Draw a picture of your ingredients as a plan for

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tomorrow’s writing. Get creative and think of some weird and wonderful ingredients for your stew, such as old bubblegum, slimy slugs or stinky bananas. Label your ingredients. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Using your planning, write a sentence or more about the ingredients in your stew. Use this sentence starter: In my stew, I have… Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Sebastian Lives in a Hat

Week 4 18/04 - 22/04

Reading: Draw a picture of your favourite part in the story. Label your picture.

Reading: Sebastian outgrew his hat. Design a new home for Sebastian. Draw and label your design.

Writing: Have you ever had to take care of an animal before? Maybe it was a pet or injured wildlife. Write a sentence or more about caring for that animal. E.g. I help look after my cat by putting food in its bowl. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: We learn lots of facts about wombats in the story. Write a sentence or more about wombats. You could use the internet with an adult to look up extra information about wombats. E.g. Wombats are big and brown. Mother wombats have a pouch. Baby wombats drink milk. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Practice writing the words: when his was Imagine how Sebastian felt when he was left alone in his mother’s pouch. Write a sentence or more about how Sebastian must have felt. E.g. Sebastian felt sad and lonely when his mum was hurt.. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds

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Edward the Emu

Week 5 25/05 - 29/05

Reading: Before listening to the story, draw a picture or write a sentence about what you think will happen in this story. After listening to the story, compare your predictions. Were you correct?

Reading: Draw a map of Edward’s route through the zoo and the animals he saw along the way.

Writing: Edward wanted to be like the other animals in the zoo. What would you like to be when you grow up? Write a sentence or more using this sentence starter: When I grow up, I want to…..

Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds

Writing: Edward was an emu, write a sentence or more about emus. You could use the internet with an adult to look up extra information about emus. E.g. Emus are tall and have a long neck. They lay eggs.


Writing: Edward visits a different animal each day. Write a diary entry for something you have done this week.

E.g. On Tuesday, I helped my mum put out the washing. It was fun.


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Speaking and Listening (This is Me!):

INSTRUCTIONS: Complete weekly activity. Students must complete in a workbook and take a photo to upload onto Seesaw.

Week 1 What is a speech? Have a look at Miss Lewis’s example of a ‘This is Me!’ speech. Ask your parents if they have ever given a speech before. What was it for? How did they go?

Week 2 Let’s start writing your speech! Finish these sentences with something about you. I am… I feel…

Take a photo of your work and upload to SeeSaw.

Week 3 Finish these sentences with something about you. I love… I hate…


Week 4 Halfway there! Finish these sentences with something about you. I need… I want…


Week 5 Finish these sentences with something about you. I fear… I dream…


Week 6 Let’s finish our speeches! Finish these sentences with something about you. I think… I am…


Week 7 Publish your sentences on the worksheet provided on Seesaw. Practice delivering your speech. Remember to use eye contact and a clear, loud speaking voice.

Week 8 Practice and present. Upload a video of you delivering your speech and a photo of your published speech to SeeSaw.

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Spelling:

INSTRUCTIONS: Each day, choose one spelling activity from the grid to complete using your spelling words from this week's Sound Waves list words. Students must complete in a workbook and take a photo to upload onto Seesaw.

Write your list words in Rainbow Writing.

Roll out some playdough and use a toothpick or the end of a pencil to write your words.

Practice typing out your spelling words

on a Word Doc.

Write out your words in pencil and trace over them with a

highlighter / texta.

Draw a hopscotch board. Put a word in each box. Say and

spell that word when you land in

the box.

Make your words out of cooked

spaghetti or sticks.

Play the games on SoundWaves.

Make your spelling words out of playdough.

Draw a picture for 5 of your list words.

Use water and a paintbrush to paint your spelling words

on concrete.

Write your words in chalk around the

backyard.

Clap all your spelling words. How many claps/syllables in

each word?

Count the sounds in your spelling words. Can you segment

each word into sounds?

(Segmenting tool on

Tap out your spelling words using the

back of 2 spoons. Each tap is a

different sound.

Make your spelling words by cutting out

letters from a magazine or catalogue.

Create flashcards of your words. Have your parents or

sibling test you by holding up the

flashcard.

Write the letters of the alphabet on

rocks, bottlecaps, squares of paper

etc. Make your spelling

With a skipping rope or leaping, spell out

your words. Each jump/leap is a different letter.

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SoundWaves)

words using these letters.

Practice your spelling words using Look - Say - Cover -

Write - Check.

Find your spelling words in storybooks,

on packaging, in catalogues and

around your home.

Write out your spelling words.

Trace the vowels.

a e i o u

Use your finger to write your spelling

words on a partner’s back. See if they can guess your

words.

Spell your words out while bouncing a

ball. Each bounce is the next letter.

Make a word wall with your spelling

words somewhere in your house. You

may like to use post it notes or coloured paper. Each time

you walk past them, say the words.

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Maths:

INSTRUCTIONS: Follow the weekly grid to complete your chosen maths activity. Students must complete in a workbook and take a photo to upload onto Seesaw.

Weel 1: 28/04 -

1/05

Number of the Week:

5

Complete on activity template

on SeeSaw

Counting on Using number

cards, turn over the top card and count that many counters. Draw your counters in your workbook. Count on from

that number to 30. Write the

sequence of numbers in your

workbook.

Repeat 4 times.

Challenge: count up to 50.

Count and Write Complete the

‘Count and Write’ assigned activity on

SeeSaw.

Count the objects and write the

number of pictures.

Studyladder Activities

Login to studyladder and complete

assigned activities.

Shape Hunt Take a walk and

find things that are shaped like squares,

triangles and rectangles. Draw

the objects you find in your book. Which shape was the most

common? Which was the least?

Money Sort a set of coins smallest to largest

value. 5c to $2

Put your coins under paper and do a

rubbing to show the order.

Week 2: 4/05 - 8/05

Number of the Week:

8 Complete on activity template

on

Number Lines Arrange your

number cards in a number line (1-20).

Close your eyes, have a partner turn over some numbers. Guess which numbers

are missing using

Addition Using 10 counters (or objects) make number stories of

10. E.g.

OOO + OOOOOOO = 10

(say “3 and 7 more makes 10”




Extend a Pattern

Complete the ‘Extend a Pattern’

activity assigned on SeeSaw.

2D Shapes Draw a superhero and city using 2D shapes. Include a list of the shapes you have used.

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SeeSaw your before and after numbers. E.g. “I know 3 is missing because it comes after 2 and before

4.”

or “3 + 7 = 10”). Draw your number

stories in your workbook.

Repeat 4 times.

Week 3: 11/05 - 15/05

Number of the Week:

3


on SeeSaw

Guess my Number

Think of a number between 0 and 10.

Make up 4 clues about your

number. Can a friend or family member guess your number?

Repeat 5 times.

Backwards Number Lines

Arrange your number cards in a number line (20-1).

Close your eyes, have a partner turn over some numbers.

Guess which numbers are missing

using your before and after numbers.

E.g. “I know 3 is missing because it comes after 2 and

before 4.”




Roll and Trace a Shape

Complete the ‘Roll

and Trace a Shape’ activity assigned on

SeeSaw.

Hundred Chart Practice counting

to 100 on your Hundreds Chart.

Can you count

backwards from 30?

Can you record the number that comes

before and after: 11? 17? 20? 25? 29?

Week 4: 18/05 - 22/05

Number of the Week:

10

Before and After Flip two number

cards and record the 2-digit number

made. Record the

number before and after. You can use your hundreds chart to help you.

Patterns Create a pattern by

drawing shapes.

Complete the ‘Repeating

Patterns’ Worksheet on SeeSaw.




Combination to 10 Using number cards,

Turn over the top card and put that

many counters in a ten frame. How

many more to make ten?

Repeat the task. How many

Ten Frame Roll a dice, put that number of counters on a ten frame. Roll again and add that number of counters

to the ten frame. Roll again until the

ten frame is full. Record your

10

Repeat 5 times.

combinations are there to make ten?

Using number cards (1-10), turn over one card. Find its friend

to make 10.

combinations by drawing and writing

the numbers you used to make 10.

Week 5: 25/05 - 29/05

Number of the Week:

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on SeeSaw

Part - Part - Whole Complete the

“Part/Whole to 5” assigned activity

on SeeSaw.

Can you draw your own Part-Part-

Whole number stories?

Before and After Flip two number

cards and record the 2-digit number

made. Record the number

before and after. You can use your hundreds chart to

help you.

Repeat 5 times.




Number Hunt Count forward from

0 to 10. Count backwards from 10 to 0. Find any items around your house

with numbers on them between 1 and 10. Can you

put them in order?

Addition Using 10 counters (or objects) make

number stories of 10. E.g.

OOO + OOOOOOO = 10 (say “3 and 7 more makes 10” or “3 + 7 = 10”).

Draw your number

stories in your workbook.

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Creative and Performing Arts (CAPA):

INSTRUCTIONS: Weekly, choose one CAPA activity from the grid to complete. Students must complete in a workbook and take a photo to upload onto Seesaw.

VISUAL ARTS DANCE DRAMA MUSIC

Autumn Colours On a piece of paper draw

black lines in different directions.

Use either crayons, texta, coloured pencils or paint to fill

in the spaces (see example below).

Freeze Dance Have someone play some

music for you to dance to like you can’t stop. When the music

stops you need to freeze and pose.

Can the person playing the music guess what pose you

have created. E.g. an animal, a superhero

Repeat and take turns playing the music or dancing.

Act Out a Story Choose a favourite story. List the characters and setting

(where the story takes place). Using playdough, paper or lego

make your characters. Design and make the setting

out of materials from your home. E.g. If you want to make

a mountain you could use a pillow.

Retell the story using the props you have made.

Body Percussion How many different sounds can you make with different parts of your body? (e.g. whistle, clicking

fingers, hands on knees). Using the different sounds, make a song

and perform to your family.

Can you name and label these percussion instruments?

Autumn Lion Collect some autumn leaves.

Draw a face of a lion on a piece of paper or paper plate (see example below). Arrange and glue the leaves around to

resemble the lion’s mane.

Create a Dance Choose a favourite song and create a dance to it. Perform

your dance for your family. Upload a video to SeeSaw.

Miming Emotions Using a mirror practise showing

emotions such as: happy, sad, angry, surprised,

nervous, excited With a partner guess what

emotion your partner is feeling.

Composing a Song

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You may like to get creative and come up with your own

animal leaf artwork.

Decide on 4 key sounds, this may include; stomping,

clapping, hitting, tapping, etc. Draw a key using shapes. Using these shapes draw a pattern to

create a song. Try playing your song and

perform it to someone in your family.

You may like to compose a second song.

Mother’s Day Card Using craft materials you may

have at home make and create a special Mother’s day

card for mum or nan or someone special to you.

Write a special message inside your card.

Mother’s day is on Sunday 10 May

Miss Lewis’s Dance School Watch Miss Lewis video and

learn the routine. Practice and teach the steps to your family.

Make a video of yourself. Upload your video to SeeSaw.

Dress Ups Design a costume for a

character using clothing and props you can find around your

home. Dress up as your character.

Tell me who you are? What you do? And what is special about

you?

Homemade Instruments Use a box (e.g. tissue box) and some elastic bands to create a guitar. Colour and design the

‘guitar’. Experiment with pulling the elastic band up different

lengths to make different sounds.

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Geography: “People Live in Places”

INSTRUCTIONS: Weekly, choose one Geography activity from the grid to complete. Students must complete in a workbook and take a photo to upload onto Seesaw.

Lesson 1 - Features at Home Make a list of features you can see around your home. Think about how you would describe your home to someone else. Draw your home and label. Write where you live.

● Street number● Street name● Town

Complete on Seesaw.

Lesson 2 - Making a Model of a Place Use lego, boxes or blocks to build a model of your street or town you live in. Talk about what the buildings would be used for and what else you might add to the model.

Take a photo of your model from different views:

1. Looking along the street2. From directly above

Lesson 3 - Houses Around the World Look at the pictures below and think and talk about where you might find these houses and why people live in these homes.

Complete the activity on Seesaw.

Lesson 4 - Caring for Places Draw 3 different ways you look after your house. Label your drawings.

Complete on Seesaw.

Lesson 5 - Places We Know in our Community

Make a list of places in your area. E.g. school, park, beach. Draw a picture of your favourite place you like to go to and complete the sentence:

I like going to the _________ because _______ . I help look after it by __________ .

Lesson 6 - People Who Look After Places in My Community

There are different helpers in our community. Drawpictures or find pictures of the following community workers and list how they help look after places in your town.

1. Rubbish collector2. Gardner3. Builder

Lesson 7 - Special Places https://www.youtube.com/watch?v=CMJ9Ixheamg Watch the youtube clip of Uluru. One of the most special places in Australia. Draw a picture of Uluru. List ways Australians and visitors can look after this special place. Complete activity on Seesaw.

Lesson 8 - Locating Places Listen to the story: This is me on a map. https://www.youtube.com/watch?v=21keh7LS8K8 Draw a map how you would get from your place to school. Try drawing it like you are looking down from an aeroplane.

Lesson 9 - Lucy’s Map Complete the activity on Seesaw. Draw a path how Lucy would get from home to school following the road. Circle or colour all the places she visits on her way to school.

https://www.youtube.com/watch?v=CMJ9Ixheamg

https://www.youtube.com/watch?v=CMJ9Ixheamg

https://www.youtube.com/watch?v=21keh7LS8K8

https://www.youtube.com/watch?v=21keh7LS8K8

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PD/Health (Safety):

INSTRUCTIONS: Weekly, choose one PD/H activity from the grid to complete. Students must complete in a workbook and take a photo to upload onto Seesaw.

Lesson 1 - Safe and Unsafe Draw two outlines of a person. One is Safe and the other is Unsafe

Draw and label on the outlines the ways our body reacts when we feel Safe and Unsafe. E.g. Safe: happy smile on my face - draw a big smiling face. Unsafe: butterflies in my tummy - draw butterflies on the outlined tummy.

Lesson 2 - Keeping Myself Safe Sometimes we have to make quick decisions to keep ourselves safe. Something can look fun or exciting can be unsafe and we have to be strong and make the right decision. Draw or write what you could do to stay safe in these situations:

● What if a big kid said, ‘Give me your money’?

● What if your friends were saying, ‘Come on! Jump off the top of the climbing equipment’?

● What if your brother told you to let the dog out?

● What if you need to cross the road but the traffic lights to cross are far away?

Lesson 3 - Hazards in my Home Hazards and risks are something that could be dangerous around us or something that could hurt us. They are something that is unsafe. Brainstorm a list of hazards that may be in your home. Walk around and see if you can spot anything that could be dangerous or hurt someone. Draw a picture of five hazards you have found. E.g. power cord I could trip over, cleaning chemicals in easy to reach cupboards.

Lesson 4 - Making my Home Safe Choose one hazard from the list you made in Lesson 3. Make a poster to display near the hazard. Your poster must include:

● What is the hazard? ● Why is it dangerous? ● How can we safe around the

hazard?

Lesson 5 - Rules Keep me Safe. Make a list of rules you have at home or at school that keep you safe. If you are unsure, talk to your parents or an adult about rules they have put in place to keep you safe. Why do we have rules? What would happen without them?

Lesson 6 - Crossing Safety

What is a pedestrian? Look at pictures on the computer of a pedestrian. Do you have to cross a road to get to school? Write the name of the roads you cross. Do these roads have pedestrian crossings or traffic lights? Did you know that you have to hold an adults hand while crossing the road until

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● A picture of the hazard. Draw or write how these rules keep you safe at home or school.

you are 10 years old? Draw/paint a picture of yourself holding hands with a grown-up and complete the sentence ‘It’s important to hold a grown-ups hand because……’

Lesson 7 - Crossing Safety We use the words Stop! Look! Listen! Think!, when talking about how to cross the road safely. What do each of those words mean when crossing the road? Draw a picture of what to do for each word. Practise the procedure in your house or yard. Mark out the road and kerbs using chalk, skipping ropes or something similar. Ask an adult or sibling to help you. Link hands as you practise and say ‘Always hold a grown-up’s hand’.

Lesson 8 - Sun Safety Watch this video on Sun Safety.

https://www.sunsmart.com.au/tools/videos/current-tv-campaigns/slip-slop-slap-seek-slide-sid-seagull.html Make a tv commercial and act it out for your family to teach them Slip, Slop, Slap, Seek, Slide. Have someone film your commercial and upload it to SeeSaw.

Lesson 9 - Bike Safety

Think about the last time you rode a bike. ● Did you remember to wear a

helmet? ● How does a helmet keep you safe? ● What could happen if you fell off

your bike and hit your head when you weren’t wearing a helmet?

Design a new bike helmet that looks fantastic but is also safe and strong to protect your head.

https://www.sunsmart.com.au/tools/videos/current-tv-campaigns/slip-slop-slap-seek-slide-sid-seagull.html





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Library:

INSTRUCTIONS: Choose one Library activity from the grid to complete. Students can take a photo or video and upload to SeeSaw or complete in a workbook.

LIBRARY Read a book of your choice. Listen to Mrs Clarke’s book of the week on Seesaw What is an Author and Illustrator? Discuss with a family member.

Draw a new cover for the book. Include the Author and Illustrator.

LIBRARY Read a book of your choice.

Listen to Mrs Clarke’s book of the week on Seesaw What is a character? Discuss with a family member.

Draw the characters from the book. Name each character.

LIBRARY Read a book of your choice. Listen to Mrs Clarke’s book of the week on Seesaw

Choose a character from the book. They have come to visit you. Plan 10 questions you would like to ask them.


Draw your favourite part of the story and write the sentence ‘My favourite part of the book was …….. because…...


Retell the story in your own words to one of your family members (or one of your favourite toys)


Answer the following questions about the book: What is the name of the story? Who was in the story? What happened in the story? Where was the story set (the city, in a zoo, around the world etc) If you could change one thing that happened in the story, what would you change?

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Science:

INSTRUCTIONS: Choose one Science activity from the grid to complete. Students can take a photo or video and upload to SeeSaw or complete in a workbook.

EARLY STAGE 1 - “Material World” Everyday materials can be physically changed in a variety of ways. Different materials can be combined, including by mixing, for a particular purpose. The different properties of materials enable them to be used for particular purposes.

SCIENCE- Lesson 1 Big Idea- Materials can be natural or man-

made 1. Look around you house and yard

and list materials that are natural(eg grass, wood, water, dirt)

2. Look around you house and yardand list materials that are man-made (eg bricks, metal, cement,paper)

SCIENCE- Lesson 2 Big Idea- Materials can be solid, liquid or

gas 1. A solid is a material that we can

touch and maintain its shape. Drawtwo solid materials and label them.(eg chocolate, ice)

2. A liquid is a material that flows.Draw two liquids and label them (egmilk, water)

3. A gas is an air like substance thatcan move around freely. Draw twogases and label them (eg steamfrom the kettle, exhaust from a car)

SCIENCE- Lesson 3 Big Idea- A material can change from

solid to liquid or gas Changing a liquid into a solid

1. Place a small container of water (ora zooper dooper if you have one) inthe freezer. Leave overnight andrevisit to see what happenstomorrow.

2. Describe and write down what thewater looks and feels like beforeplacing it in the freezer.

SCIENCE- Lesson 4 Big Idea- A material can change from

solid to liquid or gas Changing a solid into a liquid

1. Check your container or zooperdooper and see what hashappened. Discuss with your familymember how the liquid haschanged. Describe and write down

SCIENCE- Lesson 5 Big Idea- Materials can change when

heated Heat can change the property of a

material

1. Place a piece of chocolate in asmall container. Heat the chocolatein the microwave for 5 seconds at atime until you see the chocolate

SCIENCE- Lesson 6 Big Idea- Different materials can be

combined, by mixing, for a particular purpose.

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how the liquid has changed and how it looks and feels now.

2. Place the container or Zooperdooper out in the sun. Leave it andcheck on it regularly to observewhat happens. Write down anddescribe what happens to the solidwhen it is in the sun.

change. What happened to the chocolate?

2. Describe and write what happenedto the chocolate using words suchas melt, changing from solid toliquid, the heat made it melt.

1. Place warm water in a cup. Place aspoonful of sugar in a smallcontainer. Describe the twodifferent ingredients (eg 1 is a liquid,1 is a solid.)

2. Put the sugar into the warm waterand stir. Look at what happens anddiscuss with your family memberhelping.

3. Draw a picture of what you did andwhat happened to the sugar (e.g.the sugar dissolved).

Kindergarten Gymnasts Week 1 - Term 2 Timetable Morning Routine: Greeting, Values, Expectations, Announcements, Positive Primer (Game), What went well?

Daily Learning expected 3hrs per day plus sport and physical activities, games

Week 1 Monday 27/4/20

Tuesday 28/4/20

Wednesday 29/4/20

Thursday 30/4/20

Friday 1/5/20

1 hour session SDD SDD

Reading/Writing- Pick one grid activity

Spelling- ’m’ Graphemes Unit Pick one grid activity


Writing Time - See & Trace Handwriting-m

Handwriting Book p. 18&19

Speeches Pick one grid activity

Typing Tournament

Break

1 hour session SDD SDD

PM Readers - 15min Maths

Pick one grid activity


Pick one grid activity


Study Ladder

Break

1 hour session SDD SDD Library Pick one grid activity

Geography Complete Lesson 1

PDH Complete Lesson 1

At school we do a ‘Brain Break’ every 30minutes. Below are some suggested Brain Breaks

Move to Learn Cosmic Yoga Brain Breaks Just Dance Fundamental Movement Skills

King/Shapes Be a Scientist

Syllable Stomp Eat Right

Time to Relax

Arnold the Ant Squish the Fish Spider Power

Cracker the Dragon Wonder Minecraft

Finger Catch Mirrors

Paper Scissors Rock Simon Says

Frozen-Let It Go Dog Dance

Ghost Busters Old Town Road

Party Rock Anthem

Leap - watch & try outside Hop- watch & try outside

Dodge- watch & try outside Jump- watch & try outside

Balance- watch & try outside

Student You Tube - How to Use Seesaw: https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be

https://online.fireflyeducation.com.au/program/soundwavesf/graphemes/unit/1/

https://online.fireflyeducation.com.au/services/student_login/writingtime/program__writingtime-nsw__seeandtrace

https://central.edalive.com/auth/login?RelayState=%2Fcontinue&SAMLRequest=lVPLrtowEN3fr0DZQ8KjBVmARKEPJAoRpF10U02coddSYrueCY%2B%2Fr5NwL%2FSqilRvLI%2FnnDk%2BM54SFLkVi5Kf9R5%2Fl0j81PHrUuSaRH05C0qnhQFSJDQUSIKlOCy%2BbsSgFwnrDBtp8uANrB0FROhYGd3A1qtZsNt%2B3Ow%2Br7c%2FU5wMIQVMx%2BMsGiEM05GcHIcR9NPxUMpJP40mmMq0gX5HR55nFnjaJhI7c1IZuq2vOgtWimwO1051uhUjKnGtiUGzh0WDqBuNutEkid6L%2FjsR9X80eSvvhdLANfszsyURhhI1O8h7mEGuTtiTpgjBqrB68iBUmQ2JzKuO2pkPSmdK%2F2o3JG2SSHxJkrgb7w5JQ7J4MWppNJUFugO6k5L4bb%2B5izqfzz2%2BWo9n44t4cs1vlIGkYF4zTquAqE1w8%2F9gKJAhA4Zp%2BEhwp7Sisni9ik2u5LWOV%2BuTcQVw%2B%2BOriMq6xzpV2KqjxF5B8MqyyHNzXjoE9i1lV2LQCf%2BqfZtdzOpJ9mYxXrizNIUFp6jqIF5A8s2Duw%2BP6cvcj%2BUej%2FPWyZVCVnk%2BHPvtbFxWNRqlr5040GSN45tH%2FyRvVIctsudPL9eP33L%2BBw%3D%3D&service=1

https://central.edalive.com/auth/login?RelayState=%2Fcontinue&SAMLRequest=lVPLrtowEN3fr0DZQ8KjBVmARKEPJAoRpF10U02coddSYrueCY%2B%2Fr5NwL%2FSqilRvLI%2FnnDk%2BM54SFLkVi5Kf9R5%2Fl0j81PHrUuSaRH05C0qnhQFSJDQUSIKlOCy%2BbsSgFwnrDBtp8uANrB0FROhYGd3A1qtZsNt%2B3Ow%2Br7c%2FU5wMIQVMx%2BMsGiEM05GcHIcR9NPxUMpJP40mmMq0gX5HR55nFnjaJhI7c1IZuq2vOgtWimwO1051uhUjKnGtiUGzh0WDqBuNutEkid6L%2FjsR9X80eSvvhdLANfszsyURhhI1O8h7mEGuTtiTpgjBqrB68iBUmQ2JzKuO2pkPSmdK%2F2o3JG2SSHxJkrgb7w5JQ7J4MWppNJUFugO6k5L4bb%2B5izqfzz2%2BWo9n44t4cs1vlIGkYF4zTquAqE1w8%2F9gKJAhA4Zp%2BEhwp7Sisni9ik2u5LWOV%2BuTcQVw%2B%2BOriMq6xzpV2KqjxF5B8MqyyHNzXjoE9i1lV2LQCf%2BqfZtdzOpJ9mYxXrizNIUFp6jqIF5A8s2Duw%2BP6cvcj%2BUej%2FPWyZVCVnk%2BHPvtbFxWNRqlr5040GSN45tH%2FyRvVIctsudPL9eP33L%2BBw%3D%3D&service=1

https://www.studyladder.com.au/login/account?u=$6$Od/fJkuyVdyZ7g6H$Fz0RtjzQA9Qcwx/3d1x.enWg8eUM5rRzPGpI.ZKz.vhzgAXjaQLAgP33dHZK6VeCAnDRFYrP5QWL07O6gdrwx.

https://www.youtube.com/watch?v=tZzA_tbj1dY

https://movetolearnms.org/for-the-classroom/fitness-videos/be-a-scientist/

https://movetolearnms.org/for-the-classroom/fitness-videos-pre-k/syllable-stomp/

https://movetolearnms.org/for-the-classroom/fitness-videos/eat-right/

https://movetolearnms.org/for-the-classroom/fitness-videos/relax/

https://www.youtube.com/watch?v=iWowDC3x0hE

https://www.youtube.com/watch?v=LhYtcadR9nw

https://www.youtube.com/watch?v=fnO-lGEMOXk

https://www.youtube.com/watch?v=7NWzS2xziI4

https://www.youtube.com/watch?v=02E1468SdHg

https://www.youtube.com/watch?v=ERbdjlvg6dg

https://www.youtube.com/watch?v=ayWUcybFbeI

https://www.youtube.com/watch?v=RYgIVc5Jvjg

https://www.youtube.com/watch?v=dx6wHN0VsJo

https://www.youtube.com/watch?v=6h5LieoWoa4

https://www.youtube.com/watch?v=M9RtdIcOdxE&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3&t=0s

https://www.youtube.com/watch?v=Qsd9WKtyNk4&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=4

https://www.youtube.com/watch?v=ies4MpIXfHA&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=5

https://www.youtube.com/watch?v=Y-cs8F6hryw&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=9

https://www.youtube.com/watch?v=UJf5pUz7jlI&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=12

https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be

KINDERGARTEN SPELLING

Week 128/4 - 1/5

Week 24/5 - 8/5

Week 311/5 - 15/5

Week 418/5 - 22/5

Week 525/5 - 29/5

m Revision

my and mum

Sight Word:

the

a Sound Waves

am t Sound Waves

at mat Tam

Sight Word:

me

s Sound Waves

sat Sam

i Sound Waves

it sit

Sight Word:

look

d Sound Waves

dad sad

f Sound Waves

fit fat

Sight Word:

for

n Sound Waves

in man

p Sound Waves

pat tap

Sight Word:

we

This is Me! I am ______________

I feel __________________

I love __________________

I hate _________________

I need _________________

I want _________________

I fear __________________

I dream ________________

I think _________________

I am ___________

Speech Publishing Page

Example Speech:

Number of the Week - Week 1

Week 1 Maths Grid Activity (also on SeeSaw)

‘teen” Numbers 11 12 13 14 15 16 17 18 19Fill in the missing teen numbers.

10 _____ _____ 13 _____ _____

12 _____ _____ _____ _____ 17

_____ 15 _____ _____ _____ 19

11 _____ _____ 14 _____ 16 ____

Complete if you are unable to access Studyladder online.




Tuesday 5/5/20

Wednesday 6/5/20

Thursday 7/5/20

Friday 8/5/20

1 hour session Reading/Writing- Pick one grid activity

Spelling - ‘a’ Graphemes Unit Pick one grid activity


Spelling - ‘a’ Graphemes Unit Pick one grid activity


Spelling - ‘t’ Graphemes Unit Pick one grid activity


Spelling - ‘t’ Graphemes Unit Pick one grid activity


Writing Time - See & Trace Handwriting - t


Typing Tournament

Break

1 hour session PM Readers - 15min

Maths Pick one grid activity

PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min

Maths Study Ladder

Break

1 hour session CAPA Pick one grid activity


Science Pick one grid activity


Creative Play Pick one activity





Time to Relax







Party Rock Anthem











https://www.typingtournament.com/


https://bellambi-p.schools.nsw.gov.au/content/dam/doe/sws/schools/b/bellambi-p/remote-learning/Some_activities_and_ideas_for_home_for_parents_of_primary_and_early_learners.pdf






















Week 2 Reading/Writing Grid Activity

Extend a Pattern – Can you draw the next four shapes in the pattern?


Complete if unable to access Studyladder online.

Complete if you are able to access Studyladder online.




Tuesday 12/5/20

Wednesday 13/5/20

Thursday 14/5/20

Friday 15/5/20

1 hour session Reading/Writing- Pick one grid activity

Spelling - ‘s’ Graphemes Unit Pick one grid activity


Spelling - ‘s’ Graphemes Unit Pick one grid activity


Spelling - ‘i’ Graphemes Unit Pick one grid activity


Spelling - ‘i’ Graphemes Unit Pick one grid activity


Writing Time - See & Trace Handwriting - i


Typing Tournament

Break

1 hour session PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min

Maths Study Ladder

Break

1 hour session CAPA Pick one grid activity


Library Pick one grid activity


Creative Play Pick one activity





Time to Relax







Party Rock Anthem










https://www.typingtournament.com/


https://bellambi-p.schools.nsw.gov.au/content/dam/doe/sws/schools/b/bellambi-p/remote-learning/Some_activities_and_ideas_for_home_for_parents_of_primary_and_early_learners.pdf






















Week 3 Reading/Writing Grid Activity

Roll and Trace: Roll a dice and trace the shape. Say the name of the shape as you trace it.


Numbers 1-30 Trace and count to 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Complete if you are able to access Studyladder online.

Numbers 1-30 Fill in the missing numbers to 30

1 3 4 6 9

12 13 15 16 18 19

22 25 26 29


Week 3 Geography Grid Activity (also on SeeSaw)

bellambi public school kindergarten gymnasts learning from

Documents