Continuity of Education-Learning from Home- Stage 2

Week 2 Day 1 Day 2 Day 3 Day 4 Day 5

Morning English

Spelling

Login to Soundwaves website to check this week’s phoneme – Unit 20.

Choose 20 words to be your spelling list for the week. You can choose from the list words, the extension words or you can brainstorm some of your own words that have the sound for the week. Year 3 password: fizz131 Year 4 password: zero740

Digging in the dictionary: use a dictionary to find the definition of 5 of your spelling words. Rhyme – find rhyming words for 5 of your spelling words. Optional online extra: https://www.fireflyeducation.com.au/soundwaves/

English

Spelling Write 5 interesting sentences using some of your spelling words.

Optional online extra: https://www.fireflyeducation.com.au/soundwaves/

Reading and Responding Draw a picture of Hazel and one other character from the story showing a change they went through.

Writing Choose one of the characters in the story ‘You can have mine’ and write a diary entry. You could be Hazel or any one of the other characters. Describe how your day started and what happened to you throughout the day. Remember to write in first person as if it is

English

Spelling Put your spelling words into alphabetical order.

Optional online extra: https://www.fireflyeducation.com.au/soundwaves/

Reading and Responding Using the text ‘You can have mine’ create questions using each of the question words – who, what, where, when,why, how and which. Makesure you also answer yourquestions in completesentences.

Writing Imagine you are Hazel and you have just awoken as a butterfly. Write a short story that tells the reader an adventure Hazel had on her first day as a butterfly. What did she think when she woke up? Where did she go?

English

Spelling Spelling: Code Breaker. Use the code guide to make a code for 10 of your spelling words. Ask someone to crack the code.

Optional online extra: https://www.fireflyeducation.com.au/soundwaves/

Reading and Responding Read the text ‘School Dog’s Big Mistake'. https://theschoolmagazine.com.au/resources/school-dogs-big-mistake There is also a printed copy attached. List the ways that School Dog was helpful. What was the big mistake School Dog made? How did everyone feel when the inspector said School Dog had to go? How did School Dog fix his mistake?

English

Spelling Handwriting Hero – write all of your spelling words out in your very best handwriting.

Optional online extra: https://www.fireflyeducation.com.au/soundwaves/

Reading and Responding Persuasion – look at the soft drink advertisement from the 1950’s and answer the questions.

Writing Complete your persuasive letter to the School Inspector. Make sure you have thoroughly reread and edited your work. Have you used emotive language? Two stars and a wish – record two positive things about your writing - what do you think you did well? Write down one thing you

This learning from home package has been provided to students to support remote learning. It is understood that not all children will complete all tasks. If your child is having difficulty with a task please move onto another activity, have a break or seek support from the teacher.

Reading and Responding Look at the image and complete the ‘I see, I think, I wonder’ routine. Read or listen to the text ‘You can have mine’ using the link below. There is also a printed copy attached to this document. You Can Have Mine - The School Magazine - After reading this text complete the task on similes. Writing Complete a journal entry for your weekend. Include a separate entry for Saturday and Sunday. Explain what you did each day, what you enjoyed and how you felt.

happening to YOU. Remember to use descriptive language and reread and edit your work.

Writing Imagine the text had a different ending and School Dog was not allowed to stay. List all of the reasons why School Dog should be allowed to stay. You may even be able to think of some reasons that are not mentioned in the text. Begin writing a letter to the School Inspector convincing him to allow School Dog to stay. Use persuasive language and organise your writing in paragraphs. Don’t forget to reread and edit your work. You will have time to complete this writing tomorrow.

think you could improve on next time.

Break Break Break Break Break Break Middle Mathematics

Complete 2 Mathletics tasks set for you. Number work: Our number for today is 3085. Draw and write everything you know about 3085 (you can use any operation you like – if this is the answer, what

Mathematics Complete 2 Mathletics tasks set for you. Play a board game (eg. snakes and ladders) with a family member. Angles

Mathematics Complete 2 Mathletics tasks set for you. Number work: Our number for today is 1395. Draw and write everything you know about 1395 (you can use any operation). To make it easier change the number to 19 or 323 and harder to 32

Mathematics Complete 2 Mathletics tasks set for you. 2D shapes – make a tangram. A tangram is a geometrical puzzle consisting of a square cut into seven pieces which can be arranged to make various

Mathematics Complete 2 Mathletics tasks set for you. Number work: Our number for today is 5612. Draw and write everything you know about 5612 (you can use any operation). To make it easier change the number to 26 or 402 and harder to

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could the question be?). To make it easier change the number to 43 or 127 and to make it harder change the number to 18 561. Write a word problem that includes your number. Angles Describe an acute angle, right angle, obtuse angle and a straight angle. Marble run – see the instructions attached to this document to create a marble run. Identify examples of angles that you have created in your marble run. TEN game: Roll N Add or Subtract Roll 3 dice to make a 2-digit and a 1-digit number. Use a mental strategy to add. (Increase the number to a 3 or 4 digit to challenge yourself.) If you do not have dice, you can use playing cards instead. Do this 10 times. Brain Break: Snap Wink – This activity requires you to switch clicking and winking. Stand up, wink

Create a board game that teaches the players about angles (acute, right, obtuse, straight, reflex, and revolution) and their properties and lines (parallel and perpendicular). Play your game with a family member and ask them for feedback. Brain Break: Alternative Uses – choose an object and hold it. Think of a variety of alternative uses for the object. They can be practical and crazy.eg: umbrella – boat, parachute. PDHPE Get active! Follow the instructions given to find your pulse rate and record it in the table provided. After you have found your resting pulse rate complete the exercises listed and then find your pulse rate again. Record it in the table. How do you feel now that you have exercised? Give yourself some feedback on something that went well and something that you would like to achieve. This activity will be

689. Write a word problem that includes your number. Polygon hunt Go on a shape hunt around your house. Look for examples of 2D shapes around your house including triangles, different types of quadrilaterals, pentagons, hexagons, circles and any others you can find. Record the shape you found and describe where you found it in a table like the one below.

2D shape Object

Rectangle Television, book cover, cupboard door

Circle Clock face, dinner plate, floor rug

Draw and colour a picture using only 2D shapes. TEN game: Using playing cards flip two cards then roll a dice and subtract the number rolled. To make this harder, flip three or four cards and roll the dice, doubling the number you are subtracting. Repeat this 10 times. Brain Break: Star Jump

other shapes. Watch the video below explaining how to make a tangram. You will need a square piece of paper. https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-2/targeted-teaching/how-to-make-a-tangram There is a template attached to this timetable if you cannot access the link. Puzzle challenge – try making the pictures provided using your tangram pieces. What other pictures can you make with your tangram pieces? TEN game: Red or Black. See the instructions from last week. Brain Break: Ear and Nose Switch - Stand up and take your right hand and grab your left ear. Take your left hand and touch your nose. Switch and move your left hand to your right ear and your right hand to your nose. Switch back and forth as fast as you can.

42 023. Write a word problem that includes your number. Length Use a tape measure or a ruler to measure the length of 5-10 items around your home. Estimate the length of each item before you measure it and then record the actual length. Order the items from shortest to longest.

Challenge: Can you record the length of each item in two different units of measurement – e.g. mm and cm or cm and m?

Challenge: Can you find the total length of all 10 items? TEN game: Red or Black. See the instructions from last week. Brain Break: Leg raise challenge: Students lie on their back and raise their legs, keeping them straight. Students keep their legs up for as long as possible.

your left eye and click your right fingers together. Then do the right eye and left fingers. Keep switching as fast as you can.

repeated on Friday. Challenge - Time yourself and see how many star jumps you can do in 1 minute.

Break Break Break Break Afternoon Creative Arts – Visual

Art Look at the work ‘Centrepoint Tower’ by Aboriginal artist Esme Timbery from the collection at the Art Gallery of NSW. https://www.artgallery.nsw.gov.au/collection/works/214.2010/ How do you think this work was made? Did you notice how the artist used traditional materials (the shells) that are important to Aboriginal culture to show a modern city symbol (the tower)? Create a piece of art using natural materials from outside. You could use leaves, sticks, stones, flower petals or anything else you can

Science and Technology Matter Masters

Everything is made of matter. Solids, liquids and gases are the three main states of matter.

Listen to and sing along with the ‘Three States of Matter’ song.

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

Complete the worksheet classifying objects into the three states of matter.

Health - Nutrition What is healthy eating? What do you consider healthy eating to be? What is a ‘serve’ of vegetables and fruit? How many serves of vegetables and fruits are recommended for 9–11-year-olds? You can use your own research or the What is a serve? Resource to answer these questions. You could also use the following site: Australia's health 2018, Fruit and vegetable intake Using your research, design a meal for yourself that meets the serving guidelines for your age group. Don’t forget to include a serve of

Creative Arts – Music Watch the following video: https://youtu.be/lSCUKqVqs7I

Complete the "Story of Music" worksheet

Just for fun:

https://youtu.be/WEOTsPUUvsY

Play video and clap along to the basic ‘Among Us’ themed rhythms.

PE Repeat the activity from Tuesday. Find your resting pulse rate (pulse rate before you exercise). Complete the circuit of 10 activities. Find and record your active pulse rate (pulse rate after you exercise). What do you think you have done well this week? What could you improve on in the future?

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find to create an artwork. Either take a photograph or draw a picture of your completed artwork.

protein too. Draw or insert images of your meal onto the empty plate template make sure you write your meal plan beside your dish. An example has been done for you. If you are having difficulties online, draw it on paper and upload a photo when you submit your work today.

Useful Links

Soundwaves Online https://www.fireflyeducation.com.au/soundwaves/

Mathletics https://www.mathletics.com/au/

Scholastic https://classroommagazines.scholastic.com/support/learnathome.html?caching

Useful Links - Mathemat ics

https://nrich.maths.org/14536

https://www.mathletics.com/au/

http://www.mathsphere.co.uk/

https://www.studyladder.com.au/teacher

Useful Links- Liter acy & Ar t

https://www.fireflyeducation.com.au/soundwaves/

https://www.artforkidshub.com/

https://www.storylineonline.net/

https://www.storylineonline.net/

https://www.justbooksreadaloud.com/ https://www.getepic.com/

I see, I think, I wonder. Prior to reading the text ‘You Can Have Mine’ from The School Magazine, look at the illustration of the caterpillar and read the title of the text.

You can have mine.

Illustrated by Cheryl Orsini

Complete the ‘I see, I think, I wonder’ activity.

I see. I think, I wonder

I see What do you see?

I think What do you think might happen?

I wonder What does it make you wonder?

Now read or listen to the text ‘You Can Have Mine’.

After reading, reflect on your ‘I see, I think, I wonder’” responses and add any additional information to it.

You Can Have Mine story by Alison McLennan , illustrated by Cheryl Orsini

When Hazel was born, the universe gave her a rainbow coat.

Most caterpillars wriggled into the world in shades of beige, green or black. Some were white or had one or two colours. But Hazel was every colour of the rainbow.

Because she was different, the other caterpillars stayed away. Perhaps they were jealous of her, or a little in awe. Either way, this meant Hazel was lonely. She would have given anything to have friends.

She wriggled the world alone until one day she crossed paths with a toad. The toad was crying softly on a lily pad when Hazel asked him what was wrong.

‘Oh, hello,’ said the toad. ‘I’m just sad because I’m so ugly and disgusting.’’

Hazel felt confused. She thought the toad was beautiful.

‘Well that’s silly, ‘said Hazel. ‘I don’t think you’re ugly at all.’

The toad blinked. ‘Oh, but I am,’ he said. ‘All my cousins are green and shiny like emeralds, but I’m grey and dull like a piece of coal. I’d give anything to be green.’

Hazel wriggled closer to the toad and said, ‘Don’t be sad. You can have mine.’ And she gave the toad all her green. The toad was so gleeful and grateful! He leapt high in the air, called out ‘Thank you caterpillar!’ and landed in the pond with an almighty SPLASH.

Hazel was happy she’d been able to help the toad. She wriggled the world alone once more until she crossed paths with a cockroach. The cockroach was staring forlornly at the ground, rubbing its legs together, when Hazel asked him what was wrong.

‘Oh, hi,’ said the cockroach. ‘I’m just feeling low because I’m so plain and ordinary.’

Hazel felt confused. She thought the cockroach looked really interesting.

‘Well that’s silly,’ said Hazel. ‘I don’t think you’re plain at all.’

The cockroach looked up. ‘Oh but I am,’ he said. ‘All my cousins are bright shiny beetles who glisten in the sun, but I’m just brown. I’d give anything to be red.’

Hazel wriggled closer to the cockroach and said, ‘Don’t be sad. You can have mine.’ And she gave the cockroach all her red. The cockroach was so thrilled and thankful! He cried, ‘Thank you, caterpillar!’ as he scuttled away.

Hazel was happy she’d been able to help the cockroach. She wriggled the world alone once more until she crossed paths with a crow. The crow was covering her eyes with her wings and singing a sad little song, when Hazel asked her what was wrong.

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‘Oh no,’ said the crow. ‘I didn’t want anyone to see me because I’m so dull and drab.’

Hazel felt confused. She thought the crow looked sleek and elegant.

‘Well that’s silly,’ said Hazel. ‘I don’t think you’re dull at all.’

The crow uncovered her face. ‘Oh but I am,’ she said. ‘All my cousins are covered in fluorescent feathers that look like the sunset, but I’m invisible. I’d give anything to be covered in colours.’

Hazel wriggled closer to the crow and said, ‘Don’t be sad. You can have mine.’ And she gave the crow all the colours she had left. The crow was so excited and ecstatic! She swooped up into the air, singing ‘Thank you, caterpillar!’ as she flew away on the wind.

Hazel was happy she’d been able to help the crow, but with all her colours gone, she felt so cold and exposed. She wriggled onto a low hanging branch and started to cry. The toad, who had hopped back to find her, felt the plop plop plop of her tears on his head. The cockroach, who had scurried back to find her, saw her clinging sadly to her branch.

The crow, who had flown back to find her, could feel Hazel shivering as she landed next to her. Before they could even ask her what was wrong, Hazel curled and swirled suddenly, wrapping herself in a thick silken blanket of snowy white, where she stayed in silence and stillness.

‘It’s my fault,’ said the toad. ‘She gave all her green to me.’

‘No, I think it’s my fault,’ said the cockroach. ‘She gave all her red to me.’

‘No. It’s my fault,’ said the crow.’ She gave all her colours to me, and now she has no colour at all.’

One by one they took their colours and laid them over Hazel like a patchwork quilt. Then they waited and hoped she would wake up.

While she slept, the universe gave Hazel a brand- new coat. When she emerged from under her blankets, her caterpillar-self had disappeared and in its place was the most magnificent butterfly her new friends had ever seen. Hazel’s wings were every colour of the rainbow and she was more beautiful than before. She thanked her friends for staying with her. She felt sure she would never be lonely again.

Similes in text View the ‘similes’ video (optional).

Similes can be used to create a rich picture of a character which helps the audience engage with the text. They use the words including ‘like’ or ‘as’ to compare two things.

Read or listen to the text ‘You Can Have Mine’ in The School Magazine.

Identify the similes in the text.

Similes

Simile from text What is it describing?

‘green and shiny like emeralds’

Toad’s cousins

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2. Create some similes of your own below.

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Angles Angle type Description

acute angle

right angle

obtuse angle

straight angle

Make a marble run 1. Collect some empty cardboard boxes from your recycling, paper, tape, a container to catch the

marble or small ball. 2. Find an empty wall or space that you can easily reach (even the refrigerator door).

3. Attach the large sheet of paper to it – check with your parents before using tape on any surfaces in your house.

4. Cut your cylinders or small cardboard boxes in half lengthwise – you can decorate them if you wish.

5. Label the top left-hand corner START. 6. Tape your first half cylinder or box onto the paper at the START using an

acute angle. 7. Tape the second cylinder below the first one to create a zig-zag pattern

as you move down the sheet. 8. Try your marble run: drop the marble or small ball at the START. Does

the marble move from one cylinder to the next? If not, adjust your run. 9. Continue to position your cylinders onto the paper and trial your run until

they are all in place. 10. Draw a picture of your run or include a photo. 11. Demonstrate your understanding of acute angles by drawing the 2 arms

that meet at the vertex and labelling them.

NOTE: If you are unable to make one you may design and draw a picture of a marble run.

My marble run showing acute angles

START

Visual Art Look at the work ‘Centrepoint Tower’ by Aboriginal artist Esme Timbery from the collection at the Art Gallery of NSW. https://www.artgallery.nsw.gov.au/collection/works/214.2010/ Timbery is a Bidjigal artist whose family were shell workers from the Aboriginal mission community of La Perouse in Sydney. How do you think this work was made? Did you notice how the artist used traditional materials (the shells) that are important to Aboriginal culture to show a modern city symbol (the tower)?

Create your own piece of art using natural materials. It can be flat on the ground or you could create something 3D. You could also create something on paper. Remember not to pick anything off a tree or a plant – only use what is already on the ground. Take a photograph or draw a picture of your finished piece. There are some examples below.

Part A - Take your pulse

Do you know how to find your pulse? It’s easy but if you can’t find it, ask an adult for help until you’re confident.

2. Sit down and relax to take a resting pulse 3. Place two fingers on the inside of your wrist 4. Feel for a strong pulse and count the beats for 30 seconds 5. Multiply that number by two to get the beats per minute 6. If you can’t feel a pulse on your wrist, try checking under your jaw. 7. When you have found a steady beat, count how many beats in 60 seconds (use a

watch or clock with a second hand, or use a timer on your device).

Record your resting pulse in the table below.

My daily pulse rate.

Day Resting pulse for 60 seconds Active pulse for 60 seconds (after exercise)

Tuesday

Friday

Part B - Exercise ● Find a space where you can easily run around on the natural surface such as grass

or soil. ● Measure an exercise space that is about 10 large steps on each side, mark each

corner with a found object (for example a small stick, a large leaf or a small stone). ● Draw a picture of your exercise space. ● Complete a 10 x10 activity circuit in your exercise space.

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10 x10 activity circuit

1. Walk around the edges of the space 10 times

2. Run around the edges of the space 10 times

3. Stand in one corner, do 10 star jumps

4. In the same corner, hop on the spot for 10 seconds

5. In the same corner, do 10 fast hops and 10 slow jumps

6. Walk backwards around the edges of the space 10 times

7. Skip around the edges of the space 10 times

8. Sidestep around the edges of the space 10 times

9. Take giant steps around the edges of the space 10 times

10. Stand in the same corner again for 10 seconds

Part C –take your pulse and complete the activities. 8. Take you active pulse rate and record it on the pulse rate table from Part A. Your

active pulse rate is your pulse rate after exercise. 9. How do you feel now that you have exercised? Give yourself some feedback on

something that went well, something that you would like to achiev

Matter Masters

What is similar about the ocean, the tree and the steam?

What do you think is different?

Label the matter as solid, liquid or gas:

When matter is solid, molecules stay locked together in the same shape.

When matter is liquid, molecules stay close together but can move around.

When matter is a gas, molecules spread away from each other.

Categorise the objects above into solid, liquid or gas:

Solid Liquid Gas carrot

Health - Nutrition

Planning a meal

School Dog’s Big Mistake Story by Gaz Simpson, illustrated by Kim Gamble.

NO-ONE KNEW where he came from. He just turned up one day at our little bush school. We only have one teacher, and she was as surprised as we kids were. After all, it’s not often you have a dog run into your classroom. Anyway, from that day forward, the dog decided to make his home under the verandah.

He was a funny-looking dog. It was hard to say what sort of breed he was. We thought he might be a labra-kelpie-collie with just a dash of dingo. But we knew he was definitely big, brown, hairy and friendly.

We decided to call him School Dog and we all loved him. When the teacher wasn’t looking, we would share our lunches with him, especially banana sandwiches. He liked them best of all.

It wasn’t long before School Dog decided to take on some responsibilities around the place.

For example, he became Snake Monitor. Every morning before the kids arrived, he would investigate every spot where snakes might be likely to hide: under the classroom, around the shed, in the bushes and near the rocks down by the creek.

During the night, when all the kids were home in bed, he took on the job of Rabbit Monitor. School Dog knew that rabbits like carrots, not to mention lettuce and cabbages, all of which the school tried to grow and sell. (So we could make money to buy library books.) So, his night-time job was scaring the bunnies away.

But his most important job was Round-Up Monitor. When the teacher rang the bell, School Dog had to get the kids ready for their lessons. That meant he needed to run around the playground, barking a lot and rounding-up the kids (all sixteen of us). Then he would make us stand in line, ready to march into the classroom. This was definitely School Dog’s favourite job.

Whenever visitors came to the school, he became the Greetings Monitor. In this role he would give a kindly bark and then rush out to give the visitors a friendly greeting. This often meant bringing them one of the special toys someone had given him or a stick he had picked up or, on special occasions, one of his old, well-chewed bones.

This Greetings Monitor job sounds easy but, in fact, it was the job that got School Dog into serious trouble one day. That was the day all the children remembered as ‘School Dog’s big mistake’.

* * *

Everyone later agreed that the trouble was that the visitor arrived at the school gate carrying a strange black case. For some reason, School Dog seemed to think that the black case looked suspicious. Forgetting his usual practice, he jumped on the visitor and knocked him to the ground. Then he put his front paws on the man’s chest, looked him in the eye and growled. In fact, School Dog growled a lot.

Unfortunately, this visitor was not an ordinary visitor at all. The visitor that School Dog had pinned down was the District School Inspector! Worse still, the Inspector was well known as a kindly man. Whenever he visited schools he always brought along his violin (in a strange black case) because he loved playing music for the children.

But on this occasion, the kindly District Inspector was not feeling particularly kindly at all. In fact, he was very angry indeed!

‘Get this big, hairy beast off me!’ he shouted. ‘This dog is a maniac! HELP!’

People said his cries could be heard two farmhouses away.

Everybody came running—the teacher, the kids, nearby farmers and even two stray cows that happened to be grazing along the roadside. Eventually they managed to persuade School Dog to get off his captive. They then took the Inspector inside, brushed him down, smiled a lot and gave him a cup of tea with homemade scones.

But the Inspector was having none of it (except, of course, the tea and scones).

‘How dare you have this wild beast on school property!’ he exclaimed. ‘He is a public menace. He is a threat to life and limb. I shall report this to head office. Call the pound right now and have him taken away!’

Well, the teacher cried, the farmers buttered some scones, the cows mooed and the children sobbed. In all the commotion nobody noticed that School Dog had quietly trotted away and gone outside.

Then, in the middle of yet another rave from the Inspector, School Dog returned. He had found the violin case and was holding it carefully by the handle in his mouth. He placed it at the Inspector’s feet and looked up at him with sad, begging eyes. Then School Dog barked softly as if to say, ‘Won’t you play us a tune please? Your music might make us all happy again.’

You can tell from this event that he was no ordinary dog. He was a very clever dog indeed. And if it can be said that a dog can be wise, then School Dog was a very wise one because before long the District Inspector had forgotten all about what had happened. He took his violin out, played some happy, foot-tapping tunes, ate more scones and declared that every school in the district should have a dog like School Dog.

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Meanwhile, School Dog began to carry out his other job. You see, he was also School Clean-Up Monitor, which meant he needed to eat up any food scraps that happened to be lying around the place. And on that particular day, there were quite a few crumbs that required his attention.

Tangram template

Carefully cut out each piece of the tangram puzzle below.

2. Tangram puzzle challenge Using all the pieces of your Tangram, try creating these formations!

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Heart

Tree

Mountain

A big triangle

Butterfly

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3. Soft drink advertisement Look at the image of a soft drink advertisement from the 1950s.

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"Creamola Foam Crystals Advertisement, 1958" by Ninian Reid is licensed under CC BY 2.0

What do you notice first when you look at this advertisement? _______________________________________________________________________

What is the purpose of the ad? ______________________________________________

________________________________________________________________________

Who is the target audience? ________________________________________________

________________________________________________________________________

What words are used to convince you to buy this product? ________________________________________________________________________

Can you find an example of alliteration? ________________________________________

Why do you think they have described the fruit flavours using the word ‘real