Framework for teaching – Year 4 Term 2 Week 3 Online and offline activities to support student learning at home.

Monday Tuesday Wednesday Thursday Friday

Task Help unstack and re-stack your dishwasher OR help handwash some dishes.

Watch the following video: How to Organize Your Sock Drawer & Fold Marie Kondo Way | HappilySimplified Now choose a sock drawer and use this method to re-organise it.

Have you made your bed today?

Call and catch-up with a friend or family member.

Leave a nice note somewhere for a member of your family to find (e.g. in one of their shoes, under their pillow, in their sock drawer or in the biscuit tin!)

Morning

English: Reading This week, our comprehension strategy is Questioning. Ask a parent or sibling (or a friend over zoom!) to place a 'mystery object' into a bag. You may ask ten questions in order to try to identify the mystery object. Your family member or friend may only answer with a 'yes' or 'no'. Repeat the game a few times. After playing, write the answers to the following questions students: - How did questioning help you identify the mystery object? - Which questions were the most helpful? - What did you notice about the words used at the beginning of your questions?

English: Reading Read the Narrative Text The Escape Key (see reading activity a). As you read, write down 5 or more questions you could ask to better understand what is happening in the story. Extension activity - Can you put your questions into the appropriate columns in the table? (See reading activity b)

English: Reading Look at The Animal Games Inference Scenario Poster (see reading activity c). Can you think of some questions about what you see in the poster starting with the following words?

- Who….? - What….? - When….? - Where….? - Why….? - Is….? - Will….? - Does….? - Could….?

Extension activity - Which questions can you use the picture directly to find the answer and which questions do you need to use your own knowledge and ideas to answer?

English: Reading What are some questions that you have about Thunderstorms? Write them down. Now read the non-fiction text about Thunderstorms (see reading activity d) Did this answer some of your questions? If so, write the answers to them. If it didn’t answer some of your questions, how could you find the answers to these? Answer the following questions using the Thunderstorm text. - When do thunderstorms happen? - Where do thunderstorms happen? - What damage can thunderstorms cause? - How do you feel during a thunderstorm and why?

English: Reading Write down some questions (at least 5) that you could ask about The lion, the witch and the wardrobe from the chapters that you have read so far. Call/zoom a friend and ask/answer each other’s questions.

English: Spelling Complete 3 activities from the Spelling Choice Board. Spelling Rule: The letter combinations t-i, s-i and c-i are used to say ‘sh’.

English: Spelling Complete 3 activities from the Spelling Choice Board. Spelling Rule: The letter combinations t-i, s-i and c-i are used to say ‘sh’.

English: Grammar Underline the subject and the verb (doing word) in these simple sentences. • The hamster ran around the hamster wheel. • Scientists have discovered a new planet. • The boy ate a hamburger.

English: Spelling Complete 3 activities from the Spelling Choice Board. Spelling Rule: The letter combinations t-i, s-i and c-i are used to say ‘sh’.

English: Spelling & Grammar Have someone test you on your spelling words. Use the words below to mark your test.

Grammar task: Underline the subject and the verb (doing word) in these simple sentences. • We have singing rehearsals before school. • Birds wash themselves in our bird bath. • Tom can read chapter books. • I went to the beach.

Do a movement break

Dance Dance Dance –

Zumba Kids | GoNoodle https://family.gonoodle.com/a

ctivities/dance-dance-dance

Do a movement break

I’m Still Learning – NTV- GoNoodle https://family.gonoodle.com/activities/im-still-standing

Do a movement break

Cat Party - Koo Koo Kanga Roo | GoNoodle https://family.gonoodle.com/act

ivities/cat-party

Do a movement break

Bye Bye Bye – NTV | GoNoodle https://family.gonoodle.com/activities/bye-bye-bye

Do a movement break

Popping Bubbles - The

Champiverse | GoNoodle https://family.gonoodle.com/ac

tivities/poppin-bubbles

English: Writing If at school-Your teacher will have a writing assessment for you to complete. If at home-Listen to Chapter 3 & 4 of The Lion, the Witch and the Wardrobe on https://www.youtube.com/watch?v=aPnqnqWSmBM

English: Writing If at school-Your teacher will have a writing assessment for you to complete. If at home-We are learning about persuasive writing at the moment. How did the Queen persuade Edmund to bring his brothers and sisters to

English: Writing In Chapter 3 of The Lion, the Witch and the Wardrobe, Edmund was getting very greedy eating too much Turkish delight. Write as many arguments as you can think of for the topic “Sugary treats should only be a sometimes food”. Extension activity: Can you

English: Writing If at school-Your teacher will have a writing assessment for you to complete. If at home-Write a summary of the chapters you have read of The Lion the Witch and the Wardrobe.

English: Handwriting Ask someone to read aloud these sentences for you to write out. Use your knowledge of your spelling words and focus on listening carefully to what the person reads aloud. Compare your sentences after and score your handwriting out of 5 stars. The mission was to pay

&list=PLOauyof2_FCg8NI_7wtO_MBTa0v0lffJP&index=2 or read the chapters yourself if you have a copy of the book. At the beginning of Chapter 3, Lucy’s siblings don’t believe what she is saying about the wardrobe. Think of a time when you were telling the truth and someone didn’t believe you. Write an explanation of what happened and how it made you feel. If you can’t remember a time, then write about how Lucy must have felt when her siblings didn’t believe her and why.

meet her? List the many ways that she did this. Extension activity: Design a poster to inform/persuade children not to talk to or take food from strangers.

also write an introduction and a conclusion for this topic, remembering what you learnt about writing these from last week?

attention to the action and repeat the motion. My passion for design got the attention of eighteen members of the council. The foundation had a cure to save the environment.

Break

Morning Tea Break Morning Tea Break Morning Tea Break Morning Tea Break

Morning Tea Break

Middle

Mathematics: Doubles of multiples If at school-Your teacher will have a link for you to complete a Maths Quiz.

If at home- Doubling a number is a mental strategy that we can use to easily add numbers in our head. Can you answer the following?

o What is double 3? o What is double 30?

If this is tricky continue doubling single digit numbers and work your way up to a 3-digit

Mathematics: Addition Families If at school-Your teacher will have a link for you to complete a Maths Quiz.

If at home- Out of the following numbers, 1,2,3,4,5,6,7,8,9,10 which numbers pair up to total the number 10? How could we use this information to find pairs that are the sum of 100? By using these numbers facts we are able to create addition families. For example, 5 + 5 =10

Mathematics: Addition Problem Solving 140 + + = 230 What pairs of numbers could complete this number sentence? - Which pair was the easiest to find? Why?

Mathematics: Time If at school-Your teacher will have a link for you to complete a Maths Quiz.

If at home- What is a timetable? Can you think of when timetables are used? How are timetables useful? Timetables are another way of showing the order of events. Events in a timetable can be shown on a timeline. Using the timetable below, create a timeline (different to a timetable) that shows

Mathematics: Time If at school-Your teacher will have a link for you to complete a Maths Quiz.

If at home- Complete the time game on the following link. If you do not have a Studyladder account you can see the attachments below. https://www.studyladder.com.au/games/activity/24-hour-time-activity-2-22939

number. You could use a dice or some playing cards to make random numbers to double. Can you find the double for the following numbers 300, 200, 100, 400?

o What was your strategy to double this number without a pen and paper?

o How can we use these number facts to help us double numbers that don’t round neatly to the hundred? For example, a number like 350.

o What would be the reverse of doubling?

Write your answers down on a piece of paper.

therefore if we add a zero to each number the corresponding addition family would be 50+ 50 =100.

o What other addition families can you create from the question above?

Play a game of Addition Families with someone in your house or a friend from school over the phone (see attachments). To play: Divide the cards evenly between the players. Place the cards face down. Each player has a turn at turning two cards over at a time. If the cards are equal then that player gets to keep the pair.

e.g. When all pairs have been claimed students ask each other for pairs which will complete their family. e.g. If a student has the 3 + 2 + 7 card and the 12 card, he/she could ask another player have you got 30 + 20 + 70 and 120? if the player has the cards, he/she must surrender them. At the end of game the winner is the student who has collected the most ‘families’.

Draw and complete the addition spider below:

Look at the images below and answer the questions on a piece of paper: By creating your own

addition spiders, how many sets of four squares can you find that add up to 200?

the same events during the day.

Time Event

9:25am School starts

11:25am Recess

11:50am Middle session starts

1:40pm Lunch

3:25pm School ends

Can you add to your timeline some events that happen in between the timetabled events above on a normal learning at home day for you?

Mathematics: Mangahigh Complete a Mangahigh activity.

Mathematics: Mangahigh Complete a Mangahigh activity.

Mathematics: Mangahigh Complete a Mangahigh activity.

Mathematics: Mangahigh Complete a Mangahigh activity.

Mathematics: Mangahigh Complete a Mangahigh activity.

Do a mindfulness activity

On & Off - Flow | GoNoodle https://family.gonoodle.com/activities/on-and-off

Do a mindfulness activity

See attached PDF for all task cards.

Do a mindfulness activity

Bring It Down - Flow | GoNoodle https://family.gonoodle.com/activities/bring-it-down

Do a mindfulness activity

See attached PDF for all task cards.

Do a mindfulness activity

Try Your Best - Think About It | GoNoodle https://family.gonoodle.com/activities/try-your-best

English: Reading Eggspress Work on your Reading Eggs level

English: Reading Eggspress Work on your Reading Eggs level

English: Reading Eggspress Work on your Reading Eggs level

English: Reading Eggspress Work on your Reading Eggs level

English: Reading Eggspress Work on your Reading Eggs level

Science: Earth’s surface Look at the 5 images (see attached). Each image shows land that has been affected by different kinds of erosion. Can you decide what type of erosion has affected each picture? Extension activity: Use the internet to find some other impressive pictures of erosion around the world. Can you decide on the types of erosion that have affected these too?

Science: Earth’s surface There are a variety of ways that human activity can lead to erosion or make erosion worse.

Think of the “Park” that you go to twice a week during lunch at school. How do you think our human activity impacts the erosion of the park? Are there some things we or the local council could do to help stop or slow the erosion effects?

Extension activity: Write a letter to the local council to explain the

PDHPE: What are our five food groups? ● Fruit ● Vegetables, legumes

and beans ● Dairy ● Grains and cereals ● Meats, poultry, fish,

eggs, tofu, nuts and seeds

Our bodies need various servings of these food groups each day.

Activity 1: Create a poster that shows the five food groups and amount of servings we should be having in our diet

Visual Art: Land Art Inspired by Andy Goldsworthy Andy Goldsworthy is a famous environmental artist. He creates his land art out of natural materials like sand, flowers, leaves, sticks, stones and ice and leaves them outside. He watches and photographs how wind and water change his artworks. Google “Andy Goldsworthy artwork” to see some of his work. Go and collect some natural materials and

Project Based Learning research: Research the questions below:

o What plants are in our local area and how did Aboriginal people use these?

o How could we use the knowledge we have learn how Aboriginal people use our local are to help sustain it for the future?

Consider what product your PBL group is making. For example: Wattle Group-Recycled

o effects of erosion on the park, what could happen to it in the future if it continues to erode and how they can put some things in place to help stop the erosion.

each day. Make sure you also add in the ‘sometimes’ foods (chocolate, chips etc) to your poster.

Activity 2: Write the answers to the following questions: 1. Why do we need to eat

healthy? 2. What does healthy food

do for our body? 3. Why isn’t junk food in

our food groups? 4. Talk about the foods

which we should eat lots of and the foods that we should eat only small amounts of.

Links: ● https://www.youtube.co

m/watch?v=L9ymkJK2QCU

● https://healthy-kids.com.au/wp-content/uploads/2013/10/AGTHE.png

● https://healthy-kids.com.au/kids/primary-school/the-five-food-groups-1/

Extension Activities: 1. Sort your fridge and

cupboard into the five food groups so it is nice and organised

2. Does a member of your family have too much of the ‘sometimes’ foods each day. Write a meal plan for them for what they could be eating each day to encourage a healthier diet.

create an outside artwork e.g. a large display out of rocks, leaves and sticks. Take a photo of your artwork. Leave your artwork outside and watch how it changes throughout the week.

artwork Eucalyptus Group- Botanical book Red Gum Group- Website (including information on Aboriginal use for plants or conservation of our land)

If you were leading your group to make this product, what would your product look like? What must it have? What is the purpose of this product and how would we use it as a school?

Break

Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break

Afternoon Library Discuss how years ago many people could not read or write. Monks were the first scribes. Books were very valuable and few people could come to the monasteries to look at them. Encyclopedias – come in sets, volumes, alphabetical order, contain diagrams, maps, flow charts, fact boxes containing information. Premier’s Reading Challenge. Choice books have now been increased to 10 due to libraries being closed. This will make it easier to complete the Challenge.

Sport Mr Moran has posted a variety of sport challenges in ‘Mr Moran’s PE’ Google Classroom. To join this online class,

• go to https://sites.google.com/view/newportcb • click on the Google Classroom icon • click on the + symbol at the top right side of the page • click on ‘join class’ • enter the following code IgI7q3y

If you do not have access online: go outside and practice some batting, bowling and fielding for cricket. Play with a sibling, parent or just practise against a wall.

Second Step Program Lesson 11: Managing strong feelings (see Second Step lesson plan)

Music Mr Tickle has posted a variety of music challenges in ‘Mr Tickle’s’ Google Classroom. To join this online class,

• go to https://sites.google.com/view/newportcb • click on the Google Classroom icon • click on the + symbol at the top right side of the page • click on ‘join class’ • enter the following code nmh7ttb

If you do not have access online: find a cylinder or a container and stretch a cloth or balloon over the top of it to create a drum. It could be a double ended drum. Experiment with different sounds on your drum. If you were to create a drum group, what type of drums would you play and what style of music would they play. Draw a picture of them in a formation for playing and/or marching.

Sport Mr Moran has posted a variety of sport challenges in ‘Mr Moran’s PE’ Google Classroom. To join this online class,

• go to https://sites.google.com/view/newportcb • click on the Google Classroom icon • click on the + symbol at the top right side of the page • click on ‘join class’ • enter the following code IgI7q3y

If you do not have access online: go outside and practice some batting, bowling and fielding for cricket . Play with a sibling, parent or just practise against a wall.

Sight Words Family Words Rule Words Theme Words Extension Words

1. council

2. eighteen

3. know

4. Saturday

5. twenty

6. whey

7. prey

8. endure

9. procedure

10. cure

11. motion

12. action

13. attention

14. mission

15. passion

16. passive

17. active

18. Earth

19. surface

20. sediment

21.conscious

22.stationary

23. precious

24. inspiration

25. ferocious

Spelling Words

Mathematics Resources

Reading activities

a)

b)

c) THE ANIMAL GAMES

d)

Science attachments

c) d)

e)

Second Steps Program & PDHPE

: Lesson 11: Managing Strong Feelings

Today you are going to practise and learn about

the first of the Calming-Down Steps we heard in

the song.

Do you remember where we left off with Maia

and her strong emotions?

What were two things that Maia did to begin to

calm down?

In the video, Maia used some words as a signal

to stop herself from reacting without thinking.

What was her signal?

The first thing you need to do is have a signal for

yourself. Take a minute to think of a good signal

for yourself, one you might really use. You

should write it down to help yourself remember

it.

The next step Maia takes to calm down is to

name her feeling. What did she say to name her

feeling?

How do you think using a ‘stop’ signal and

naming your feeling can help when you feel a

strong emotion?

The first thing you need to do is tell your mind

and body to stop. You are going to learn how to

stop all the chaos that goes on in your brain and

body when strong emotions take over.

Why might you want to stay in control of your

feelings and emotions?

When people at our school are in control of their

emotions, it creates a calm environment.

Think of a time, today or this week, when you

can use your stop signal and name your

feelings.

Studyladder questions (if unable to access online)