Gembrook Primary School Remote Learning Tasks

Please remember, if you have any questions regarding today’s learning you can login to our Grade 3/4Question Time Webex at any time between 11:30am - 12:30pm.

Meeting Link:https://eduvic.webex.com/eduvic/j.php?MTID=m709bf9443068b850f13636365b196d73Meeting number: 165 527 2260Password: gembrook

Grade 3/4 Learning Tasks Term 4 Week 1 THURSDAY

READING

This lesson will be taught during our class Webex session today.Please submit this learning task to Compass for feedback and evaluation by 5pm on Friday.Feedback for this learning task will be provided within the following week.Please refer to the link for instructions on how to upload the learning tasks.https://youtu.be/YWiLyJ0P6CQ

Learning Intention:I can determine the important ideas in a text.Success Criteria:I have tracked my thinking and recorded the important ideas from my text.Learning Resources Required:Exercise book, pencils and iphone/tablet/computer.

Learning Task:

Comprehension Strategy: Determine Importance● What is the main idea of the memoir below?● Read through the memoir and highlight/underline or write down the important parts of the

memoir. The writer will include a lot of ‘extra’ details, because that's what you should do in amemoir, but we are going to find the overall main idea of the memoir and the reason thewriter told this story.

● After you have highlighted the important parts, write down a sentence to explain what youthink the main idea of this memoir is.

Where It All Began.It was Christmas day, and I was revisiting Mt. Waterman, a closed down ski resort near my house, withmy dad. I felt nostalgic as I sat on the cold, unmoving chair. Earlier that day, I had attempted to hike tothe top, but I had given up after about 300 yards of trudging up the steep, icy slope. Nine years ago, Ihad sat on one of these simple, two-person chairs when I first learned how to ski. Except that time,they actually moved. That time, the skiers there were as big as giants were, and the slope that lay

before me looked a lot scarier than it did now.About seven years ago, Mt. Waterman closed and the lifts became as still and silent as. My dad saidthat there probably wasn’t enough snowfall at Mt. Waterman to attract enough skiers, and that the

owners would be losing money by continuing to operate the lifts. This was the first lift that I had everbeen on, and while I was away from it, I had ridden a lot of other lifts in more than 30 different ski

Gembrook Primary School Remote Learning Tasks

resorts. On ski lifts, I have encountered and talked to many people from all over the world and havelearned through quick conversations about many people’s families, occupations, home-towns, moods,

ideas, special traditions and holidays. I have crossed paths with many different characters on my liftrides: I have sat with some people who would jabber on and on enthusiastically when I ask them a

question, and I have met others who would simply grunt or mumble a terse reply.Sitting on ski lifts, I have seen the most beautiful forests at Lake Louise, jagged cliffs at Squaw Valley,

best skiers at Mammoth, highest peaks in Switzerland, icy rivers at The Canyons, picturesquepanoramas at Heavenly, and undergarments hanging from trees at Vail. I remember the experience of

swaying on a ski lift in a horrible blizzard at Whistler, discovering hidden trails at Cypress Mountain,and feeling the coldest temperatures at Marmot Basin in Canada. High above the ground, on ski lifts, I

have spent many memorable times with my parents and friends. We can talk and laugh now aboutfunny moments like the time I didn’t unload at the top of the lift and almost rode the chair back

down, or the dramatic incident in which my dad and I were thrown off the chair a few feet after weloaded.

In the last nine years of riding ski lifts at, and away from Mt. Waterman, ski lifts have taken me to seethe beauty of forests, snow, mountains, and all the people with whom I share a common interest:

Skiing (or snowboarding). The lifts treat everyone equally; their only job is to take skiers andsnowboarders up mountains without a care for who their passengers are, what they say, or how theytreat each other. Every summer, better new ski lifts are made, creating more room for further travel

through a different world. And there I was, sitting on a chair at Mt. Waterman. I saw no beautifulforests, nor any jagged cliffs, no peaks, no rivers, no skiers, nor any hanging undergarments around.

Just the lift, where it all began. Reluctantly, I climbed down from my perch on the chair, and made mylast, hopeful effort to hike up to the top.

WRITING

Learning Intention:I can add detail to my writing to make it more engaging to the reader.Success Criteria:I have thought deeply and answered questions about a personal experience.Learning Resources Required:Exercise book and coloured textas or pencils.Learning Task:

Gembrook Primary School Remote Learning Tasks

Thinking Deeply about an Idea.● We have spoken about memoirs and how they have to be a small specific experience, that we

explain in great detail.● Today we are going to take one of our seed/brainstorm ideas and think about it in more detail.● Pick one idea from your seed/brainstorm that you would be interested in writing more about.● Use the questions below and answer them about this experience, this is to help you think

about this experience in more detail. If it is a person, look at the first group of questions, if it isa place look at the second group, pet third group, and object fourth group.

Questions for memoirs when the subject is a person:How long have you known this person?When did you first meet and how did you meet?What do you like about this person?How has this person helped you?Is there one thing that he or she always says?How do you feel about this person?What have you learned from this person?What’s the first thing you notice when you see this person?

Questions for memoirs when the subject is a place:What are your feelings when you think about this place?When was the first time that you went to this place?What’s your favourite thing to do in this place?Who else comes to this place?If you could change one thing about this place, what would it be?How often do you go there?Does everyone feel like you do about this place?Is this place the same today as it was in the past?What’s the most important object in this place? Why?

Questions for memoirs when the subject is an animal (pet):What physical feature of this animal do you like the best?What’s the first thing you notice about this animal when you see him?Pretend this animal is with you right now. Close your eyes. What would you be doing with it?What is this animal’s favourite thing to do?When did you get it?How did you get it?How do you feel when you are with it?Does everyone feel the way you do about this animal?What’s one funny thing that it does?How does this animal help you or how do you help it?

Questions for a memoir when the subject is an object:How did you get this object?How long have you had it?How do you feel when you’re with it?Where is it right now?

Gembrook Primary School Remote Learning Tasks

Has it changed any since you first got it?What’s your favourite thing to do with it?Does everyone feel like you do about this object?How has it helped you?Is there a time when you really need it?What if you lost it?

Further Work Time: Pick another experience from your seed/brainstorm and do the same.

BREAK: ensure students have a well-earned break with a snack, rest and a game/physical activity.

MATHS

Learning Intention:I can define mathematical terms.Success Criteria:I have defined what the terms ‘mass’, ‘volume’, and ‘capacity’ mean.Learning Resources Required:Exercise book, pencils, and iphone/tablet/computer.Learning Task:

Mass, Volume, and CapacityWhat is mass, volume and capacity?

In your workbook, write the headings ‘mass’, ‘volume’, and ‘capacity’. Underneath each, write all thatyou know about each. This could include the definition, examples (drawings/models), questions etc.

Look at the images below to get some more information on what mass, volume, and capacity are.

Gembrook Primary School Remote Learning Tasks

Gembrook Primary School Remote Learning Tasks

Using your prior knowledge and the images above, create a poster about mass, volume, and capacity.In your poster include:

● a definition for each● a drawing/model/diagram for each● colour● headings● what units of measurement can be used

Further Work TIme:Estimate and then measure the capacity of some items in your house.

SPECIALIST - P.E.

Learning intention::I can hold the bat correctly, and hit the ball consistently.Success criteria:I have improved my batting skills, and consistently made controlled hits and shots .

Equipment needed● Cricket bat (if you don’t have one, cut out a strong enough cardboard replica of a bat, it

doesn’t have to be perfect!)● iPad/ iPhone or computer● One sock● One cricket ball or rubber ball

Learning task:

Gembrook Primary School Remote Learning Tasks

Warmup: Run, ride, jog , skate, scoot, or walk for 10 minutes around a designated space (backyard,oval, park etc).

● Watch the video below, and follow the steps to create today’s task!https://www.youtube.com/watch?v=CWm6qP_LeO8

Before beginning batting, read the following:

What is the correct grip?Hands together, with right hand below left for right handers, and vice versa for left handers. To hit theball with control.

Batting:Try to set this up in an outdoor safe space away from windows and breakable objects.When driving the ball, always keep your eyes on the ball. Push your bat downward to hit the ball afterit bounces. Keep your lead leg in the front, and lead elbow facing the bowler. Follow through withyour bat to hit the ball as far as possible. This cricket batting technique is the most common, and iscalled a straight drive.

See how many in a row you can hit. Remember, this is about control not power - you don’t want to hitthe ball right off the string!

BREAK: ensure students have a well-earned break with lunch, rest and a game/physical activity.

SPELLING - SWST (LEARNING TASK)

This week we will be running small group Webex’s to complete SWST test assessments, you will beprovided with your day in a timetable from your teacher. You will need to upload your test ontoCompass after completion.

If you are not having your SWST testing Webex today then you can complete the following taskinstead:

Learning Intention:I can use a variety of strategies to practice my spelling words.Success Criteria:I have chosen my spelling words, tested myself, and practised my words.Learning Resources Required:Exercise book, pencils, and iphone/tablet/computer/dictionary.Learning Task:

Spe���n� P��c�i��Look at your writing from this week and find some words that you can identify are spelled incorrectly(if you need help, ask somebody in your household to look through your writing with you). Choosebetween 6-8; these will be your spelling words. Over the next week, you can practise them. Ask ahousehold member to test you on them, hopefully, you can get the words correct three times in arow.

Practise spelling these words using some of the activities on the grid below.

Gembrook Primary School Remote Learning Tasks

Further Work Time: :Create your own ‘graffiti wall’, writing all of your spelling words in each of the bricks on your wall,using different fonts and colours for each word.

PHYSICAL ACTIVITY

Please select an activity to complete from the PHYSICAL ACTIVITY GRID (Resourcesection on Compass)