term 2 wk3 digital - casula-p.schools.nsw.gov.au · read the procedure ‘how to play hop-scotch’...

Notes:

● Have a piece of fruit at 10 am for ‘Crunch and Sip’ and make sure you drink plenty of water throughout the day.

● Be sure to take lots of photos of your completed work and post on Seesaw for your teacher to see

● Complete work in your workbook following DUMTUMS ● Whenever you see the hand washing symbol ensure you wash your hands before starting the

activity or eating and again once you’ve finished the activity or eating. Don’t forget to sing happy birthday while you wash.

● At break do some exercise (M) = will be marked in depth

1. Science Experiment 2. Grammar-Highlighting verbs 3. History- Anzac Biscuit Procedure 4. Writing- How I Make my Lunch 5. Writing- Comic Strip 6. Mathematics- Odd and Even numbers

Additional activities to try of an afternoon

English/Mathematics/Other KLAs Mindfulness - Create number patterns that someone

has to solve. - Create a boardgame with odd and even

numbers and play it with someone. - Create a comic strip about your favourite

animal wining a prize or race. - Write 5 sentences including verbs - Draw and label different types of

medicine you know of e.g. Panadol or cough lollies

- Draw or colour in mindfully - Sit outside and think about what you can think, feel,

taste and hear. - Write down something you are grateful for - Come up with a positive mantra or statement and

say it aloud10 times. - Practice some yoga or meditation outside for 10

minutes

Digital Teaching and Learning Grid for Year 4 Term 2 Week 3

Term 2 Week 3 & 4 Phonological ‘oy’

loyal annoy oyster employ joyous

Morphemic Prefix up-

update uplift upgrade upright upheaval

Visual Contractions- an apostrophe ‘replaces the missing letters

they’ll you’ll you’re how’d they’re

Etymological From the Latin word ‘oct’ meaning eight

octopus

octagon octuplet

Rule 9 1-1-1 rule. Words with 1 syllable, with 1 vowel, ending with 1 consonant, need the final consonant doubled before adding an ending that begins with a vowel. This does not apply to words ending with ‘x’ because ‘x’ has 2 sounds.

setting hopping tripped running slipped getting

Spelling Activities

(can be completed in Google Classroom in Daily Activities Google Doc) - Look, cover, write and check - Staircase words Write a word beginning with a the first letter on the top line e.g. an and - Circle the vowels Write our 10 of your words and circle the vowels. Remember- vowels are a, e, i, o and u - Charades Act out a word from your list. Ask a family member to guess and spell the word. You need to tell them if they are correct and write the word yourself for the point. Swap over. - Create a find a word. Have someone solve your find a word.

Morning Routine

- Breakfast - Get dressed - Have resources and learning space set up ready for activities

Science

At 9 o'clock check in with your classroom teacher on Seesaw. Daily English Activities:

- Read for 20 minutes - Complete 2 spelling activities on Google Classroom.

Learning Intention: We are learning to present results from an experiment in a table and

graph and explain what they mean. Success criteria:

- I can transfer my observations into a scientific table and graph - I can answer questions about my results to develop my understanding that the

Sun is still while the Earth is not. Resources you will need:

- Object - Paper, pencil and ruler - ‘Shadow Experiment – Observations’ worksheet

Experiment (M) Find an object from your home (a toy or water bottle) and a piece of paper. Take these objects outside and place the paper on the ground in a sunny area with your object on top. For example:

At 9.30am trace on the paper where the shadow of your object is and measure it with a ruler from the base of your object to the top of its shadow. Record the length in the table of ‘Shadow Experiment - Observations’ found in Google Classroom. For example:

Continue on with your learning grid then return and repeat the process of tracing and measuring every hour until 1:30pm. Take a photo of your observations (your object and paper with tracings on it) and upload it to Google Classroom in ‘Shadow Experiment - Images’. Underneath your photo type a comment about your noticing’s throughout the experiment (think about if the size, shape or direction of the shadow changed at all). Recurring Learning - track the shape of the moon every night in your moon phases journal.

Monday

Break 1 30

minutes

Enjoy a healthy snack Brain break – Select and complete an additional activity from the grid

English

Learning Intention: We are learning to understand the features of a procedure Success Criteria: I can

- annotate a recipe, identify key elements of a procedural text - highlight the verbs in the text

Resources you will need - How to play hop-scotch procedure - Highlighter and pencil - Google Classroom

Reading Read the procedure ‘How to play hop-scotch’ Writing

- Annotate the text “How to play hopscotch” E.g. labelling the equipment you will need by drawing an arrow and writing “Equipment”

- Glue in your completed worksheet in your workbook Grammar (M) In Google doc, highlight all the verbs in the text “How to play hopscotch”. Remember verbs are doing words such as ‘run, jump, cut, hop, skip’ Speaking and Listening Discuss outdoor games that you play with your friends or family.

- What type of equipment do you need to play this game? - How many players can play in this game? - What are the steps needed to participate in the game?

Optional: write a procedure about this game on a blank page in a google doc. Break 2 Enjoy a healthy lunch

Brain break – Select and complete an additional activity from the grid

Mathematics

Daily mathematics activities: (To be completed in Google Classroom) - Skip count by 4, 5, 9 and 11 by any given two-digit number - Create 3- or 4-digit numbers and add or subtract using your known strategies (3

number sentences per day) Learning Intention: We are learning to read and write numbers up to five digits and arrange numbers in ascending and descending order Success Criteria: I can

- read and write numbers up to five digits - state the place value of a number arrange numbers in ascending and

descending order Resources you will need:

- ‘Place Value’ resource - ‘Place Value Quiz’

On Google Classroom, watch ‘Place value’ video then complete the quiz ‘Place Value Quiz’ Log into Studyladder and complete the Reading numbers to 100 000 in today’s learning pod. Science Complete the Shadow Experiment Observation worksheet At 2:30pm check in with your classroom teacher on Seesaw.

Morning Routine


English



Learning Intention: We are learning to identify prepositional phrases in texts and use prepositional phrases in our writing Success Criteria: I can

- identify prepositions in a sentence to create an image - explain the difference between two familiar ball games

Resources you will need:

- Google Classroom - Picture the Preposition worksheet - BTN link and Google Doc with ‘Handball’ video and questions

Grammar: Prepositional Phrases Complete the worksheet ‘Picture the Preposition’ by reading the text and drawing a picture that fits the story. Challenge: Highlight the prepositional phrases in the text. Speaking and listening Discuss with a family member or carer all the different games that can be played using a ball for example; silent ball. Do you have a favourite? Reading and writing Watch the video ‘Handball’ on BTN https://www.abc.net.au/btn/classroom/handball/10534538. In the Google Doc, answer the questions below

1. How is this game of handball different to the handball you play at school? 2. What other sports is Handball similar to? 3. What is the aim of this handball game?

Break 1 30 minutes


Mathematics


number sentences per day) Learning Intention: We are learning the properties of odd and even numbers Success criteria: I can:

- recognise odd and even numbers - solve addition, subtraction, multiplication and division correctly using known

strategies. Resources you will need:

- Workbook and pencils

Tuesday

- ‘Odd and Even Numbers’ Google Slides - ‘What do you know about odd and even numbers?’ quiz - ‘100 Chart’ worksheet - ‘Odd and Even Snakes and Ladders’ worksheet

View the Google Slides ‘Odd and Even Numbers’ and complete the quiz ‘What do you know about odd and even numbers?’ Download ‘100 Chart’ and colour all the odd numbers yellow and all the even numbers blue. This will need to be printed and uploaded on Google Classroom or seesaw. Play ‘Odd and Even Snakes and Ladders’. Use known strategies to solve the questions and figure out if the answer is odd or even. Strategies could be repeated addition, number line, array, skip counting, compensation, split etc.

Break 2 Enjoy a healthy lunch Brain break – Select and complete an additional activity from the grid

History

Learning Intention: We are learning about the significance and history of ANZAC biscuits Success Criteria: I can

- explain why ANZAC biscuits were significant in the war - create a procedure outlining the instructions on how to make ANZAC biscuits - use the correct language and structure in my writing

Resources you will need: - ‘ANZAC biscuits’ Video link - ‘Procedure Writing Scaffold’ worksheet

Watch the following video on ANZAC biscuits: https://www.abc.net.au/btn/classroom/anzac-biscuits/10526674 After watch the video, list the basic ingredients of ANZAC Biscuits in the google doc ‘Procedure Writing Scaffold’ View the video again and using a ‘Procedure Writing Scaffold’ on Google Classroom, write step by step instructions on how to make ANZAC biscuits. Don’t forget to use action verbs when writing the method. (M) At 2:30pm check in with your classroom teacher on Seesaw.

Morning Routine


English



Learning Intention: We are learning to identify and use a variety of connectives in our

writing.

Success Criteria: I can

- identify connectives in texts - create a procedure about how to make my lunch using a checklist

Resources you will need - ‘Text Connectives’ worksheet - Procedure Text Scaffold worksheet template - Google Classroom

Speaking and Listening Discuss with someone in your household what you will be having for lunch and the steps you will need to take to make your lunch. For example, I am making a chicken salad sandwich for lunch. I will first need to get the ingredients from the fridge… Reading and Viewing/ Grammar Watch the video ‘Text Connectives’ and complete the worksheet. Writing In a Google Doc, draft a procedure on how to make your lunch that you will be eating in your workbook. You may want to use the Procedure Text scaffold template to assist with your writing. In your procedure use text connectives to add more information to the text. (M)

Break 1 30 minutes


Mathematics


number sentences per day) Learning Intention: We are learning to partition numbers up to five digits and recognise this as expanded notation. Success Criteria: I can

- use place value to partition numbers up to five digits - recognise this as expanded notation

Resources you will need: - Workbook and pencils - ‘Partitioning and expanded notation’ resource - ‘Expanded Notation’ worksheet

View ‘Partitioning and Expanded Notation’ resource and complete ‘Expanded Notation’ worksheet.


Wednesday

PDHPE

Resources you will need - Google Classroom - Caffeine Video - ‘What is a drug and why do people use them?’ worksheet

What is a drug and why do people use them? Review the last lesson by telling a family member two important facts you learnt last week about what a drug is. Watch the following video about Caffeine; https://www.youtube.com/watch?v=na47eY5lgoE In ‘What is a drug and why do people use them’ Google doc, brainstorm a list of all the products that you eat or drink that contain caffeine. Under your brainstorm answer the following questions:

1. Why do you eat or drink these products? 2. Are these products healthy? 3. Are they a sometimes food?

In your workbook, answer the following questions:

1. Can drugs used for medical reasons? 2. What are these commonly called? (create a list in your workbook)

At 2:30pm check in with your classroom teacher on Seesaw.

Morning Routine


English



Learning Intention: We are learning create a comic strip that informs my audience of an event Success Criteria: I can

- Plan for my comic strip - create a comic strip about friends that includes characters, a setting and

dialogue Resources you will need

- Create a Comic Script worksheet - Workbook - Pencils

Speaking and Listening

- Discuss what ‘friendship’ is to a family member or carer. How does friendship look like, sound like, feel like?

Writing Using the comic strip worksheet create a story about ‘Friends.’ You must use characters, a setting such as school and dialogue (speech). Make sure you plan for your story and create a draft of your narrative first in your workbook. Once you have completed the draft narrative then put it into the comic strip template with images. Take a photo of your coming strip and post it in Google Classroom or on Seesaw. (M)

Break 1 30

minutes

Enjoy a healthy snack Brain break - Select and complete an additional activity from the grid

Mathematics


number sentences per day) -

Learning Intention: We are learning to investigate and use the properties of odd and even numbers Success Criteria: I can

- recognise odd and even numbers - solve addition, subtraction, multiplication and division correctly using known

strategies Resources you will need:

- Workbook and pencils - ‘Odd and Even Numbers Using the Four Operations’ worksheet

Odd and Even Numbers: In your workbook, write down as many odd numbers as you can in one minute. Now do the same for even numbers. Were you able to think of more odd or even? Download ‘Odd and Even Numbers Using the Four Operations’ read the

Thursday

instructions and begin investigating. Once you have finished your investigation, answer the reflection questions and post in Google Classroom. (M)


CAPA Dance

Resources you will need: - ‘Chicken Dance’ video - Device to film

Warm Up Practice the macarena to remember the focus of beats in dance. Today our focus is action - action is the movement your body is performing. Watch the video ‘Chicken Dance’ on Google Classroom. Then perform the dance at the same time as the teacher. Once you have the movements of the chicken dance correct, change the clap action in the dance to another action. Reflection Film your variation to the dance and post it on Google Classroom with an explanation of how your action has changed. At 2:30pm check in with your classroom teacher on Seesaw.

Morning Routine


English

At 9 o'clock check in with your classroom teacher on Seesaw.

Daily English Activities: - Read for 20 minutes - Complete 2 spelling activities on Google Classroom.

Resources you will need - Image of children playing in the park - Procedure Scaffold Template - Workbook - Pencil

Reading and Viewing In Google Classroom, view the image of the children playing in the park. In the google doc ‘Playing in the park’, make a list of all the games played that you can see. Choose one game from the list you have created and read the writing options. Writing- Choose one and complete in Google Classroom Option 1- Procedure writing Google Doc A friend just joined your game but does not know the rules

● Write a procedure for the game you have chosen ● You can use the Procedure Scaffold Template to assist in your writing

Option 2 - SEED Writing Google Doc Using the image of the children playing in the park, create a narrative story. In your story ensure you have included;

● Planning ● Prepositional phrases ● Verbs ● Adverbial phrases ● Text Connective

Break 1 30 minutes


Mathematics


number sentences per day) Learning Intention: We are learning to investigate number sequences involving multiples of 3,4,6,7,8 and 9. Success Criteria: I can

- record the multiples of 3, 4 and 6. - complete number patterns by using skip counting - create a number pattern on a hundreds chart

Resources you will need: - Workbook and pencils - ‘Investigating Number Sequences’ resource

Friday

- ‘Number Sequences’ worksheet Read ‘Investigating Number Sequences’ resource and complete the worksheet ‘Number Sequences’


PE

Learning Intention: We are learning to throw overarm at a target using correct technique

Success Criteria: I can

- aim and hit a specific target when throwing overarm.

Overarm throw

Begin by throwing a ball at a wall or to a family member. Remember to try and throw it accurately so that your partner does not need to move or hit the same spot on the wall. While warming up/practising, try throwing the ball but by following the following rules;

1. Stand on 1 leg 2. Close one eye 3. Crouch 4. Throw with your other hand 5. Throw backwards 6. Throw without moving your shoulders 7. Point at you target with your opposite hand when you throw

Now thinking about what you have just done discuss the important elements to consider when throwing a ball. Next, set-up a pillow, plastic cup, shoe o something not fragile or precious in your backyard or somewhere safe. This is going to be your “target.” You are now going to try to throw (overarm or underarm) at your target, trying to hit it each time. Every time you hit it, take a step further away from the target until you are 15 steps away. Once you are at least 10 steps away from your target you must throw overarm But, every time you miss the target you must return to a distance of two steps away from your target. Your aim is to hit your target 10 times in a row when you are 15 steps away. Reflection: Throughout your activity you can change your target as well. What is easier, a big or small target? Post a video on seesaw showing your teacher your overarm throw. Challenge your family members with the same activity, who has a better throw? At 2:30pm check in with your classroom teacher on Seesaw.

What you need • chalk or masking tape • markers for each person playing - pebble, bottle cap, shell, or button

Rules

1. Players must not step on the lines of the rid while hoping 2. Players must not hop in a square which has a pebble in it 3. Players are able to place two hands on the ground to balance themselves when picking up

their pebble 4. If a player’s pebble lands on a line when they are aiming for a square, then it is a ‘liner’. The

player has another go. If the player’s pebble lands outside the square they are aiming, then it is the next player’s turn

How to play

1. Decide which player will go first 2. Throw your pebble from the base to the square marked 1 3. Hop over the first square to the second 4. Hop on all the squares in turn up to 7 and 8 5. Turn around on 7 and 8 and hop back to 2 6. Pick up your pebble from 1, while standing on 2, without putting your foot down 7. Hop over 1 to base 8. The player continues if this is done without a mistake 9. Throw the pebble from the base onto the square marked 2 10. Hop on the first square, then over the second squared to the third 11. Continue playing in this way, throwing the pebble onto 3, 4 etc up to the highest number

and back again to 1 12. The player who reaches the first square again is the winner

ACTIVITY

1. Annotate the text “How to play hopscotch” Eg. labelling the equipment you will need by drawing an arrow and writing “Equipment”

List all the verbs in the text “How to play hopscotch”. Remember verbs are doing words such as run and skip

Partitioning and Expanded Form

Partitioning is splitting numbers into smaller parts. For example, 2310 is 2000+ 300+ 10. This is known as expanded form or expanded notation.

Here are some more examples:

569= 500 + 60 + 9

23 968 = 20 000 + 3000 + 900 + 60 + 8

6907 = 6000 + 900 + 0 + 7

Write the numbers in expanded form. Some examples have been done for you

1 ) 119

2 ) 259

3 ) 12,928

10 000+ 2000+ 900+ 20+ 8

4 ) 9,382

5 ) 321

6 ) 5,353

7 ) 5,938

8 ) 750

9 ) 13,461

10 ) 570

11 ) 94,681

12 ) 32,412

13 ) 85,172

14 ) 1,565

15 ) 3,516

Number Sequences

1. Answer the following questions a. These stripes follow a pattern. Some of the stripes curve the opposite way. Complete the pattern until there are 16 stripes.

b. Number each stripe. Circle the Numbers of each reversed stripe. Use the numbers you circled to complete the pattern in numbers on the line below.

_____ _____ _____ __16_ _____ _____ _____

2. Complete the number patterns below. Use times tables or skip counting to help you. a. 6, 12, 18, _____, _____, ____, _____

b. 7, 14, 21, _____, _____, ____, _____

c. 8, 16, 24, _____, _____, ____, _____

d. 9, 18, 27, _____, _____, ____, _____ 3. Use the hundreds chart to create more number patterns. a. Highlight every sixth number yellow. These are multiples of 6

b. Highlight every ninth number green. These are multiples of 9.

c. Were any numbers both multiples of 6 and 9? d. Identify the pattern in the ones column of the

numbers you highlighted in both yellow and green and describe it below.

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

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

term 2 wk3 digital - casula-p.schools.nsw.gov.au · read the procedure ‘how to play hop-scotch’...

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