‘Nothing but the best’ - Week 6

© NSW Department of Education, Nov-21 1

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QUEANBEYAN WEST PUBLIC SCHOOL ‘Nothing but the best’ - Be Safe. Be Respectful, Be Responsible

Term 4 - Week 6

Activities to keep you engaged in your learning – SLD

Things you need

Activity You will need

Most Activities Workbook

pencils

Mathematics

adapted Frayer Chart worksheet

Creative arts

Mirror or a photo of yourself

S2 Week B

During the day make sure you take time to

- do a care and connect - take a brain break - do some physical activity

Care and connect – Belonging

Time to care and connect. Where we care for ourselves, care for our family and care for our friends. Draw a picture of your special family and friends. If you have pets, you can draw them too. Put your picture on your desk or where you are doing your learning to remind you of who you care about, who cares for you and where you belong.

Brain break – Hello

It’s time for a brain break to recharge for some learning! How many ways can you say Hello? For example: Hello, Hi, G’day. Do you know how to say hello in other languages? Did you know Hola is Spanish for Hello? Have a chat to your family members and see how many ways your family can say hello!

Physical activity Have a look at the physical activity later in this pack.


English – Activity 1 – Connotation, Imagery and Symbol

Let’s explore adjectives and rhyming words. Look at the picture.

Your task is to describe the scene to a member of your family or

household.

To do this you will need to use descriptive language. You want the person

listening to your description to almost feel like they’re in the scene. Use your

senses to give those descriptions.

- What can you see? (e.g. leaves, trees, ground)

- What can you hear? (e.g. birds, breeze)

- What can you smell? (e.g. flowers)

- What can you feel? (e.g. breeze, leaves) imagine picking

something up.

Remember to use your describing words as adjectives (e.g. crunchy, orange, dry

and beautiful). For example; the wavy golden leaves gently floated down from

high above. Can you compare the leaves to something else? For example; the

leaves are as crunchy as my fresh apple or the soft breeze tickled like a feather.

Describe this image to someone in your family. Remember to use lots of

descriptive language in your sentences using your senses and maybe some

comparisons.

S2 Week B

English – Activity 2 - Rhyming words and similes

Rhyming words are two or more words that have the same or similar ending

sound. You often see rhyming words in poems as they help connect words, draw

attention and make things memorable. Examples of rhyming words:

Sloth Moth

Toast Roast

Throwing Rowing

Chloe Joey

Rhyme Chime

Notice that the letters at the end don’t always match but they make the same

sound.

Similes are where you compare two things that are dissimilar, they’re not the

same thing. To write a simile use the words ‘like’ or ‘as’ to compare the two

objects. Examples of similes:

You are as brave as a lion.

He was as busy as a bee.

My shoes sparkle like diamonds.

My bed is as hard as rock.

She swam like a fish.

Her heart was as cold as ice.

The waves crashed like thunder.


Look at the poem below called Dragon in the Sky by Kate Williams. Read it and

circle all the similes and underline the rhyming words:

The tip of a spike

The point of a claw

The flash of a flame

That’s all I saw

Smoke from a fire

That’s all I smelt

A tingle of fear

That’s all I felt

The whirring of wings

Like a gigantic bird

Stirring the wind

That’s all I heard

Ran off and hid

That’s all I did

Until the sky cleared

and the signs disappeared

and the dragon was far and high

wish I had waved good-bye.

S2 Week B

English – Activity 3 – Symbolism in literature

A ‘Five Senses Poem’ has a title and five lines that describe a title. Each

line refers to one of the five senses and uses a simile. Read through the

sample below.

Now it’s your turn to write a five senses poem about a storm. Remember to

include a simile. Think about what:

▪ Storms feel like... ▪ Storms sound like... ▪ Storms look like... ▪ Storms smell like... ▪ I think storms...

For those who like a challenge

Write a senses poem about one of the seasons - summer, autumn, winter or spring or write a senses poem about your favourite animal.


Mathematics – Exploring 2D shapes Let's explore trapeziums!

You will need:

• pencils • your workbook • Tangram pieces (see following page for template)

We are going to use our tangram pieces to explore trapeziums.

What do you think is a trapezium is?

Use the Frayer Chart to record your thinking.

Examples

(Draw, write or describe some examples)

Non-examples

(Draw, write or describe some non-examples. Ask yourself ‘What isn’t it?’)

Definitions and features

(Draw, write or describe a definition and some really important features)

S2 Week B

Tangrams 1 Part 2

Watch the video ‘Tangrams 1 Part 2’ or follow the instructions below.

A trapezium is a quadrilateral with at least one pair of parallel sides.

This square is a trapezium. It is a quadrilateral, it has 4 angles and 4 sides. And at least one pair of parallel sides.

How many trapeziums can you make using the tangram pieces?

Number of pieces

Shape

1

2

trapezium (parallelogram + triangle)

trapezium (parallelogram + triangle)

trapezium (square + triangle)


3

Watch the video ’Tangrams 1 Part 3’ or follow along below.

Keep in mind this definition of a trapezium.

Looking at the trapeziums you made, are you able to see that you can combine two dimensional shapes to form other shapes?

Use your Frayer Chart to include more examples or non-examples of trapeziums. How would you

refine or add on to your definition or characteristics of a trapezium?

What did we learn today?

We can partition (decompose or break apart) two dimensional shapes to form other shapes.

This reminds us of how numbers work – inside bigger numbers are smaller numbers and inside bigger shapes are smaller shapes!

For those who like a challenge! Make a trapezium using:

• 1 tangram piece • 2 tangram pieces • 5 tangram pieces • 7 tangram pieces.

Record your trapeziums in your workbook using a table to organise your thinking.

S2 Week B

Tangram

Cut out the shapes carefully or watch the video to learn how to make your own.

This Photo by Unknown Author is licensed under CC BY-SA-NC

http://sgaguilarjramos.blogspot.com/2017/03/working-with-geometry-at-arts-crafts.html

https://creativecommons.org/licenses/by-nc-sa/3.0/


GetActive@Home –Dancing

Find space to do a big stretch.

• Do some twists with your hands touching opposite toes • Run on the spot for 10 seconds • Take some steps to the side and back • Double hop • Twist your body

We are going to do some movements based off some famous sports starts

Ian thorpe

Jump and spin, with your hands pointed above your head, landing back in the same spot. Then run on the spot for three steps (cha, Cha, Cha)

Le Bron James Dribble jumps to the side, 3 times and back the other way. Use your hand to make it look like you are bouncing a ball the way you are going.

Ash Barty Holding a ‘raquet’ you are going to do a forhand and then a back hand. While twisting your body and raising your leg.

Ladies dancing

Lady stretching

Lady dancing

Lady stretching

Lady dancing

Lady Stretching

Lady stretching

S2 Week B

Cameron Smith

Lunge and step behind while passing the pass to the player to your side, go one way then the next.

Now can you put them all together.

• Try this: 4 Ian Thorpes, then 4 Ash Barty, 4 Le Bron James and finish with 4 Cameron Smiths.

• After try to add someone from a different sport like soccer or aussie rules.

Lady dancing

Lady stretching


Creative Arts - Continuous Self-portrait

You will need:

black or lead pencil

piece of paper or your workbook

mirror or a photo of yourself.

Today we are going to do a continuous line self-drawing. Make sure you have a mirror or photo of yourself.

A continuous line self-portrait is where you try to draw yourself lifting your pencil from the page. Once you start your first line, keep going, moving and curving to complete your picture without stopping of lifting you pencil from the page.

Tips:

• Choosing where you will start is important, try starting at the nose or an eye.

• Focus on where things are located, which will help you do it in one stroke!

• Are there lines you can go back over to get to another part of your drawing?

S2 Week B

For those who like a challenge!

• Create a continuous line drawing of family members or friends.

• Have a look at the portraits in this year's Archibald's Prize. Find a favourite and write down what you like about it and why.


Things you need


Most Activities

Workbook pencils

Geography

Atlas (optional)

S2 Week B



Care and connect – Superheroes Superhero flying

• Imagine you can fly, like superman or superwoman. • Stretch your arms above your head as far as you can pretend you are

flying through the clouds. • Lean to one side and head towards the sun • Then lean to the other side. • Pretend you’re going all the way up to the planet Pluto • Then go all the way back to earth and land. • Bring your arms down, give your fingers a wiggle and shake! Now you’re ready to learn.

Brain break – Measure up It’s time for a brain break so we can recharge for some

learning!

• You will need to get a ruler and use your

imagination to see how many different things

you can measure in your home.

• You might measure tissue boxes, kitchen

utensils, toys, food packets, paintings, pegs

or plants. How many things can you

measure with your ruler?

Measuring a spoon and a popcorn pack


English – Activity 1 – Adjectives Your task is to use descriptive language to describe an object. Focusing on adjectives (describing words) and verbs (action words). The object we’ll be describing is something from your kitchen. Choose anything you like from your kitchen (e.g. frying pan, whisk, microwave or coffee machine).

Adjectives are:

• describing words • describe the noun • make texts interesting • add excitement • create a picture in the reader’s mind

Let’s look at the sentences below. The nouns are underlined. Circle the adjectives that describe the nouns in each sentence.

I love that tiny pillow.

The green frog hopped in the pond.

The little boy was crying.

I went to an exciting game on Friday.

I like to read funny books.

S2 Week B

English – Activity 2 – Verbs

Action verbs are:

• doing, having or being words • explain what the noun is doing or has done • tells the reader what’s happening • adds action • creates a picture in the readers mind Read the sentences below. The nouns are underlined. Circle the action verbs that

tell you what the noun is doing or has done.

My uncle sang his son to sleep.

It snows in Cooma.

Jennifer walked to the shop to get some milk.

The dog ran across the yard.

She left in a hurry.

Leon accepted the job offer.


English – Activity 3 – writing with adjectives and verbs

Get the object from the kitchen you have chosen or if you can’t

move the object, sit somewhere you can clearly see it. Make sure you choose

something safe. Think about the features of the object you are describing. What

it looks like and does using:

• describing words (adjectives) e.g. shape, • colour, texture and size • action words (verbs) e.g. sound, movement, • purpose (how or why it is used)

Look at the following example to help you. The microwave is ….. (adjectives)

black and silver, shiny, rectangular, box shaped and electronic.

The microwave …. (verbs)

hums loudly, heats food, lights up, beeps loudly, spins around on the inside.

Now it’s your turn. Find an object in the kitchen and describe it. If you can’t find

an object, you can describe the picture below. Remember to use describing

(adjectives) and action words (verbs).

The toaster feels like …

The toaster smells like …

The toaster looks like …

The toaster sounds like …

I think toasters …

S2 Week B

English – Activity 4 – Reading aloud

Choose a book of your own choice. Read aloud part of a book, using appropriate:

▪ expression

▪ pitch

▪ pause

Let's practise using adjectives and action words to make sentences more interesting.

This Photo by Unknown Author is licensed under CC BY-ND

https://theconversation.com/10-great-books-that-all-children-should-read-51203

https://creativecommons.org/licenses/by-nd/3.0/


English – Activity 5 - Describing a cat (adjectives, verbs, adverbs)

Adverbs:

• tell you more about a verb or adjective • make texts interesting • add excitement • create a picture in the reader’s mind

Let’s look at the following sentences. The verb and adjectives are underlined. The adverbs tell us how. Circle the adverbs.

She walked slowly.

He drove a very fast car.

Now think about some adjectives, verbs and adverbs.

Let’s use this descriptive language to describe a character using our knowledge of adjectives, verbs and adverbs to create an interesting description of this cat.

Write a paragraph about what the cat looks like, what the cat is doing and how the cat is doing it.

Include:

▪ describing words (adjectives)

▪ action words (verbs)

▪ adverbs (how the cat is doing it)

Describe the cat's colours, patterning, eyes, ears and paws.

S2 Week B

Mathematics – What’s my secret number?

Watch the video ‘Mastermind’ and join in the activity or follow the instructions below.

You will need:

• A pencil

• Workbook

Instructions

• Each player writes down a 3-digit number (with no repeating digits). • Each player draws up their game board (a table with 3 columns:

'guess', 'digits', 'places'). Guess Digits Places

• Players take turns to guess a 3-digit number. • Their opponent tells them how many digits are correct and how

many are in the correct place. • Players record their guess, the number of digits that are correct and

the number of digits that are in the right place. Players then use this information to refine their guesses.

• The first player to correctly guess their opponents' number is the

winner! • Players can choose to play using 4-digit numbers, 5-digit numbers,

2-digit numbers. etc. For those that like a challenge!

• Play 'Mastermind' using 3-digit numbers. • Play 'Mastermind' using 4-digit numbers.

• Play 'Mastermind' using 5-digit numbers.


Geography – Activity 1 – Where are we located?

Maps.

Maps can help us know where to go.

Can you think of some jobs that may need a map for their job?

• Taxi drivers • national park rangers • search and rescue • weather reporters • boat drivers • army and navy • pilots Did you think of these ones?

On this map, can you find the Hospital, Fire Station and Dentist?

What else can you find on this map?

S2 Week B

Task 1 Imagine you are way up high and looking down at your house. Now imagine the roof has been taken off and you can see the layout of your house. Draw a map of your bedroom or your backyard from this ‘birds eye view’.

Don’t forget to label so people know what everything is.

Task 2 Australia states

List the Australian states, territories and capital cities that you know off the top of your head.

When you have your list check with a map, the internet or with someone at home and add any states, territories and capital cities that you missed to you list.


Task 3

Draw this map of Australia in your workbook.

Use the list that you made to label the states, territories and capital cities.

S2 Week B

Task 4 1. Draw a large map of New South Wales in your workbook. You may need an atlas.

2. Create a pictorial map by drawing in these features:

▪ mountain ranges

▪ rivers

▪ national parks

▪ major cities and town

▪ your home place

3. Include:

▪ a title

▪ simple key (legend)

▪ orientation (north point)

https://www.google.com/url?q=https%3A%2F%2Fkids.britannica.com%2Fkids%2Fbrowse%2Fatlas&sa=D&sntz=1&usg=AFQjCNEQOppM6HcghyyE_E5efbfkjOSiMA


Design Challenge – The incredible Freedom Machines

Read the book ’The incredible freedom machine’ by Kirli Saunders and illustrated by Matt Ottley or you can view it at the QR code.

After reading your challenge is to create a procedure of how to make a freedom machine that is sustainable and changes the world in a good way.

• It could look like anything you want • You could start with something you

already know and add creative and different things to it.

• After you have drawn it, label the different parts of your freedom machine.

If you are up for a challenge.

Draw a flyer or a poster pretending that you are selling your freedom machine. Put what features it has, like wings and a lounge. You need to persuade people to buy your amazing freedom machine. Don’t forget to include the price.

S2 Week B

Things you need


Most Activities

Workbook pencils

Mathematics

number visuals Worksheet (Optional)

Obstacle Course Materials




Care and connect – Healthy Habits What’s something that you care about? Do you have a pet plant? What would we need to do to look after a plant? Do you water them? Do they get plenty of sunlight? Do you clean the leaves? If we look after smaller plants, they can grow into bigger plants.

It’s important we also look after ourselves too so that we can grow up to be strong and healthy. How can we do this? We can eat healthy food, drink lots of water, get plenty of sleep. What other things can we do? Maybe go for a walk in the park. What’s one more thing you can do for yourself so that you can grow up to be strong too?

Brain break – Let’s recharge!

What is your favourite colour? Let’s look for your favourite colour by looking around your home, in your front yard and in your backyard to see if we

can find items that are the same colour as your favourite colour. How many items will you find?

This Photo by Unknown Author is

https://foto.wuestenigel.com/palette-of-color-pencils-view-from-above/

https://creativecommons.org/licenses/by/3.0/

S2 Week B

English – Activity 1 - Connotation, imagery & symbols

Connotation - an idea or feeling connected

to a word. It suggests more than the words

basic meaning. Beach, a word people

associate with fun and enjoying yourself.

Imagery – brings two different things together to

say something new about each one. Think of

clouds and a ship, they’re very different, but

they’re similar because they can both move. If

we put them together and say ‘the clouds sailed

across the sky’, the clouds then become ships

and the sky a sea.

Symbols – pictures, colours or things that

represent something else. Usually something

abstract like an idea. The sun: a symbol used

on the Aboriginal flag, the meaning of the sun

on the Aboriginal flag is the giver of life and

protector. Symbols create many meanings.

Your task:

Listen to and recite a poem, nursery rhyme or song to a family member. You may

want to rehearse this once or twice before you begin. Listen for the connotation

or meaning of the words. Does it use imagery or symbols? Talk to your family

member about this after your recital.


English – Activity 2 – Poetry reflection

Read the poem ‘A dessert sky’ written by Jackie Hosking and

illustrated by Matt Ottley below. Listen closely for connotation,

meaning of words. Does it have imagery or symbols? Can you hear

any emphasised sounds or patterns? You might like to read this

poem more than once.

Down the track, towards the beach

beyond the ocean, out of reach

cream cake layers meet the eye

spread between the sea and sky

orange jelly, jam and sponge

down towards the brine they plunge

where each begins it’s hard to tell

the line betwixt the sky and swell

After listening to the poem write down any words that are new to you in

your workbook (for e.g. brine and betwixt). Then look these words up in a

dictionary and write down what they meaning.

https://edu.nsw.link/EjDGvO

S2 Week B

English – Activity 3 – Writing poetry

In the poem ‘A dessert sky’, the sky is being compared to a

dessert. Look at the picture and write your responses in

your workbook.

▪ Does the sky look like something else? What does it remind you of?

▪ What would the clouds feel like?

▪ Write at least 3 sentences comparing this sky to something else. You

can start your sentence with: 'The sky is like...'


Mathematics – Representing numbers in different ways – YouCubed number visuals Today we will be doing a number talk.

Watch the video ‘YouCubed Number Visuals’ and join in the

activity. (Adapted from Number Visuals Grades 1-2 resource on YouCubed.org)

You will need:

• coloured pencils • YouCubed Number visuals worksheet (following page)

What do you notice when you see this?

https://www.google.com/url?q=https%3A%2F%2Fwww.youcubed.org%2Fwp-content%2Fuploads%2F2019%2F08%2FWIM-Number-Visuals-Grades-1-2.pdf&sa=D&sntz=1&usg=AFQjCNGg16Xy_rliPsTrrRdbKfW807cXLw

https://www.google.com/url?q=https%3A%2F%2Fwww.youcubed.org%2Fwp-content%2Fuploads%2F2019%2F08%2FWIM-Number-Visuals-Grades-1-2.pdf&sa=D&sntz=1&usg=AFQjCNGg16Xy_rliPsTrrRdbKfW807cXLw

S2 Week B

Here are some thoughts

After watching 'YouCubed Number talks':

• Use the number visuals worksheet or your workbook to write down the different ways you see each number visual made up of other numbers.

• How many different ways did you come up with?


S2 Week B

PDHPE– Food rainbow

Last week we looked at healthy foods. Today we will be learning about eating a rainbow of foods each day.

Have a look at the poster below. There are a range of different fruits and vegetables of all different colours.

Australian guide to healthy eating chart


It's time to get creative! Choose your favourite food from one of the five food groups.

Design a poster or infographic about your chosen food. You should include:

• the name of the food • the food group it belongs to • at least two reasons why people should try this food.

S2 Week B

PDHPE– Obstacle course

Let's get creative and plan an obstacle course! • Plan an obstacle course in your backyard, lounge

room or anywhere else with enough space that you can safely move around. You may do this together with family members in your home.

• Use materials from your home to design your obstacle course. For example: buckets, towels, pegs, pillows, blankets.

• Draw a picture of your obstacle course.

• Show where the start and finish lines are.

• Draw arrows to show which way you need to go.

Example of an obstacle course layout

Complete the obstacle course twice using a variety of movement skills, such as hopping, galloping, and skipping.

Complete the obstacle course two more times using a variety of movement skills that also include controlling an object. For example, while running, jumping or galloping, you also have to throw and catch a small ball or balance an object on your head.

Did using the object make it harder to complete the course?

Girl demonstrates her course


Additional activity – Creating classification groups

Thank you to the staff at Field of Mars Environmental Education Centre for creating and sharing this activity.

Let's look at how to classify living and non-living things.

Classification is the process of grouping things based on their similarities.

Some ways to group items could be by there

• colour • size • shape • texture • type

We classify things into groups so we can stay organised, keep track of things and make comparisons. It also helps us think about how items are related.

A branching key can be used to help us work out what something is by following a series of observations about it.

S2 Week B

Outside activity: Ask for permission first and then go find 20 different leaves from the ground outside if able to.

With your collection, group your leaves based on colour.

Once you have done that, can you take your leaves and put them into group based on something else apart from colour.

Inside activity: Ask for permission first and then go find 20 different items around your home. Make sure they are safe!

Can you put your items into groups based on their colour?

Once you have done that, can you take your items and put them into groups based on something else apart from colour.

Remember:

Safely collect a range of items from outside or inside. Make sure you ask permission from an adult first!

Take a close look at the external features of your items.

Identify an external feature you can use to sort your items into groups.

Create groups of items based on their features.

Draw or take a photo and label it to show the groups you have created.


Things you need


Most activates Pencils

Workbook

Mathematics 0-9 Spinner

STEM

balloons of different shapes and sizes

string

sticky tape

scissors

S2 Week B



Care and connect – superpower eyes Imagine you have superpowers in your eyes.

Pretend to pick up superpower glasses and put them on. Look in the room for the thing that is farthest away from you, it might be a plant or a picture.

Then look at what’s closest to you, it might be a book or a pen.

Pick something up that’s close to you and have a good look at it.

What colour is it? Is it hard or soft? Does it have moving bits? Is it smaller than your hand? Does it make a sound when you shake it?

How good are your superpower glasses? Now that you are really focused, you are ready to start learning.

Brain break – Let’s recharge! It’s time for a brain break so we can recharge for

some more learning! Time for us to do some counting.

What is your favourite shape? What different things of

your favourite shape can you find around the house or

in the yard? How many things did you find of your

favourite shape?


Physical activity Check out the GetActive@Home section in this pack.

S2 Week B

English – Activity option 1 – Connotation, imagery and symbols

Examine the Aboriginal artwork above. The artist has gone to great

lengths to bring this artwork to life. They’ve used a range of different

techniques such as line, dot, shape and colour. Discuss this artwork with

someone in your household. Use the questions below when discussing it.

Think critically about this beautiful artwork. • What colours can you see? Think about those colours.

• Why do you think these colours have been used by the artist?

• What symbols can you see? Do you know these symbols?

• What do you think these symbols mean or represent? Why has the

artist used these circles?

• Why do you think there are some smaller circles and larger circles?

Why has the artist purposefully used these circles?

• What do you think the blue symbolises? The blue makes the artwork

stand out, why did the artist make that choice?


English – Activity 2 – Poetry and vocabulary We will use vivid imagery to create a picture in our mind. Read the poem ‘The Sea’ by Paula Stevenson. Circle any unknown or challenging words in the poem.

After reading the poem, choose an unfamiliar word and write it at the top of a page in your workbook.

1. Divide your page into 4 sections and add headings like those shown in the example below.

2. Write down the definition of the word.

3. Draw a picture to show the meaning of the word.

4. Write the word in a sentence.

5. List synonyms (words that have the same or similar meaning).

6. List antonyms (words with the opposite meaning).

S2 Week B

An example of how to complete:


English – Activity 3 – Poetry and vocabulary Read the poem ‘The Sea’ again.

1. Divide your page into 4 sections and add headings like those shown in the example below.

2. Write words in each of the sections.

3. Write two sentences describing what you might see and smell at the sea. Some examples have been added below to get you started.

S2 Week B

Mathematics – Playing with addition Today we will be playing 'Dicey addition' (From NRICH Maths )

Watch the video and join in the activity.

You will need:

▪ coloured pencils

▪ 0-9 spinner

▪ paper clip

▪ your workbook

How to play

▪ Find a partner and a 0-9 dice or spinner.

▪ Draw your game board so you each have the same one. (We used this one to start with: _ _ _ + _ _ _ + _ _ _ = ________ You can start with something different if you like).

▪ Each player takes a turn to spin the spinner and decide where to play that

digit in your number sentence (equation).

▪ Spin the spinner 9 times each.

▪ The person whose sum is closest to 1000 is the winner!

▪ Enjoy playing dicey addition with your family members.

▪ Record your games in your workbook.

https://www.google.com/url?q=https%3A%2F%2Fnrich.maths.org%2F11863&sa=D&sntz=1&usg=AFQjCNGQ01mlD2Kt_dnuH1rabtcpwNUm4g

https://drive.google.com/file/d/1nY-ALJ8Wd_BVPL0ObFJLE5_ZwPAyuz7d/view


To use the spinner

• You will need a pencil and a paperclip

• Place paperclip on the centre of the 0-9 spinner, put the tip of the

pencil on the middle on the spinner.

• Spin the paperclip and watch what number it lands on!

S2 Week B


GetActive@Home– Kicking Make sure you have a nice big space to work with today.

Warm up:

• jog on the spot for 10 seconds • side to side jumps • forward and back jumping • high knees • side to side again

Put five objects about the room. Go over to one, pick it up and do some lace kicking with it softly. A lace kick is with the top of your foot. You can either pick the object up or leave it on the floor for an added challenge. Make sure you use both legs. One lace kick with the right and then with the left.

See how many objects you can lace tap in one minute.

With you ball now, you are going to get your feet working. Put the ball out in front, pull it towards you with your feet. Point your toes, tap it forward and stop it by putting your foot on the ball.

Pull back, tap forward and stop demonstration

Do this a couple of times and see if you can get quicker.

For an added challenge, when you bring it back, see if you can roll it around your standing leg before moving it back to starting position, then change legs!

S2 Week B


Now we are going to turn the laces tap in to a laces pick. Put some pillows around that area and make sure the area is clear from valuables. With your laces tap, put a little more power into you kick and aim to hit the pillow with the ball.

Kicking a ball into pillows with the laces kick.

See how many pillows you can hit in a minute with the ball.

Challenge yourself by setting up a small goal with some soft toys and seeing if you can carefully kick the ball, using the laces kick to hit the objects from more difficult positions.

Kicking the ball at some soft toys

When you hit one of the objects, call out “GOAL!!!!!!!”

S2 Week B

Science and Technology – 99 red Balloons

You will need:

• balloons of different shapes and sizes

• string

• sticky tape

• scissors • two chairs Balloon Rockets

We are going to be exploring the way forces cause change in the movement of objects. A force is a push or pull, they can cause things to move, change their speed and/or direction.

Drawing stick figures demonstrating push and pull


Balloon Rocket Investigation

1. Put the string through the straw so the string has passed through the middle.

2. Tie a piece of string to one chair and the other side of the string to

another chair further away, make sure the string is quite tight and does not hang too low.

3. Blow up the balloon and hold it tight, do not let go or tie it off. 4. Tape the straw to the balloon 5. Let the balloon go so it travels from one chair to the next chair

Kids completing the balloon investigation

String between chairs for the investigation

S2 Week B

Let’s change it up-

• Use balloons of different shapes and sizes to see which one travels the fastest.

• Put the tape in the straw close to the front, does this change how fast it is?

• What happens if you put the tape to the back, close to where you blow the balloon up?

Recording your investigation

Copy the table into your workbook and then record your observations with some of the different variables you changed like balloon type and tape placement.

What did you notice?

What would happen if you changed the length of the straw or the type of string you used?

Tie two balloons together. Predict what will happen and then test it out!

Record your observation in your workbook.


Things you need


Most activities Pencils

Workbook

STEM

paper and cardboard

string

sticky tape

scissors

Ruler

S2 Week B




Care and connect – How to do a magic trick What is a very special happy memory that you have?

What made it a special memory?

What were you doing? Who was with you?

Draw a picture of one of your happiest memories.

Brain break – Let’s recharge!

We’re going to use the five senses of the human body. That is sight, hearing, touch, smell and taste, to focus on our body and our surroundings.

Name five things you can see

Name four things you can hear

Name three things you can feel with touch

Name two things you can smell

Name one thing you can taste

Physical activity

Check out the GetActive@Home activity in the pack below.

This Photo by Unknown Author is

https://courses.lumenlearning.com/boundless-ap/chapter/sensation/

https://creativecommons.org/licenses/by-sa/3.0/

S2 Week B

English – Activity 1 – Symbols

Look at the symbols above. Can you identify what each of these may represent or mean? Write down what you think each symbol means:

▪ love heart - ▪ cross - ▪ tick - ▪ dove - ▪ plane - ▪ wheelchair - ▪ thumbs up - ▪ owl - ▪ key -

Do most people have the same meaning for these symbols? Did you know that not all cultures or people have the same understanding of some symbols? For example, fingers crossed to some mean hoping for good luck but in American Sign Language fingers crossed is a symbol for the letter R.


Now have a look at what some of these symbols could mean and compare these to what you thought they meant.

S2 Week B

English – Activity 2 – Let’s read

Read aloud part of a book, using:

▪ expression

▪ purpose

▪ pitch

▪ pause

Find a part of a book that you would like to practice reading out loud. Try reading

in different voices (a happy voice, a sad voice, a fast voice, a slow voice and maybe

even a silly voice). Try reading loudly, quietly and in a whisper. Try short pauses at

a comma and long pauses at the end of a line or full stop. Try reading so that

what you are reading makes sense. Read it more than once, each time you read it

aloud it will sound better.

This Photo by Unknown Author is licensed under CC BY-ND

https://theconversation.com/10-great-books-that-all-children-should-read-51203

https://creativecommons.org/licenses/by-nd/3.0/


English – Activity 3 – Personification

Personification is attributing or giving human characteristics to things,

animals or abstract nouns (e.g. love, power, fear – these are intangible

and cannot be seen or touched).

In the above examples of personification think about what you would see and

hear if a person sighed or moaned. Then the word ‘said’ gives the human

attribute of the hen talking. The last example cannot be seen (just like power and

love) fear is holding someone tightly as if it has arms so fear becomes almost

human.

Authors use personification to allow readers to visualise and become a part of the

descriptions. Have a look at the examples below:

Now write down in your own words what you think personification is.

S2 Week B

English – Activity 3 – Creating examples of personification Now that you know what personification is, create your own examples of personification using the image of the volcano above. Look closely, think about:

What vocabulary you would use to

describe the volcano?

• What would you hear? See?

Taste? Smell? Touch?

• If you were really close to this

what would you be seeing?

• If you were far away what would

you be seeing?

Put your ideas down on a piece of

paper or use activity sheet 1 – volcano Brainstorm, to get as much vocabulary

down as you can. You might like to do a search on the internet to help you.

Use some of the words from your brainstorm to create your own personification.

Let’s use the word magma and the word scratch as an example. Imagine the hot

magma holding onto the rocks as it slides down. So the sentence might read:

How can we challenge ourselves and add more detail to our description? Read

what has been added to the example to give more detail:

Notice that the word ‘she’ gives the magma a gender, which is a human

characteristic. Then more detail has been added the adverbial, as she

somersaulted towards the water.


English – Activity 4 – Personification continued. To reflect on our learning set up your page as per the example below or use

activity sheet 2 - Newsflash! This is a way for you to show your understanding.

In the top box you create a headline about personification, something catchy.

Then create a 10 word summary (no more than 10 words), you could use the

definition you created earlier of personification in your own words.

Then draw a visual representation of personification, you might draw one of the

examples used above.

S2 Week B

English – Activity 5 – Personification match up

Authors use personification to allow readers to visualise and become a part of the description. Readers need to use their imagination to try to match a human characteristic with a noun. Can you imagine branches scratching or the sun slapping your skin when you have had too much sun?

In the sample above imagine a coffee machine

dancing, picture this happening as the coffee is

pouring out of the nozzle. The sentence might

read: The coffee machine danced in the kitchen

as it dripped coffee into the glass.

Use activity sheet 3 – personification match up or refer to

the image above and draw some connections that you

can make with arrows. You might find some connections

are not as easy to make as others. Circle or highlight your

favourite match.


Once you have circled your favourite match, try to create a sentence that will be

an example of personification you could store away and use at a later time. Here

is another example of personification:

The match is ‘clouds’ and ‘crying’. The clouds and water go together, it makes it

easy to visualise the water already in the clouds before coming back to the earth’s

surface. Use the three sentence starters above and finish the sentences. The third

sentence starter has a more complex word choice ‘despondent’. Use your

dictionary to look up the meaning before using it in a sentence.

Make your sentences interesting, to engage the reader. If you want to challenge

yourself, do the same with the final pair of words ‘tiptoed’ and ‘sand’. Remember

it is the sand that is doing the tiptoeing. Below are some examples.

S2 Week B

Mathematics – Staircase patterns Today we will be exploring staircase patterns.

You will need:

• pencils • your workbook

Staircase Patterns Part 1 - Look at the picture:

Watch the video and join in the activity or follow these instructions.

• How many blocks would be next in this pattern? • How do you know? • Draw the staircase pattern in this picture and continue it.

Below is a number pattern. The blocks have been arranged differently. Here are some things you might notice about this pattern.

This pattern goes up by 1.

What would the pattern look like if you continue building it by twos?

Draw what the staircase pattern will look like if you continue building it, using twos.


Staircase patterns 2

Watch the video and join in the activity or follow these instructions.

Did your pattern look like this?

What do you notice about the pattern when it goes up by 1 and then down by 1?

We can continue our pattern. This pattern is growing and shrinking.

You can change your pattern around like this.

• Does it change how you think about the pattern?

• Can you count the number of blocks in each row?

• Can you see a different pattern?

• How many blocks are there altogether?

Draw a picture to show your thinking.

S2 Week B

Staircase patterns 3

What is different about this pattern?

Hint :

Think about how wide it is.

Think about how high the pattern is.

If the blocks are rearranged, think about the length of the rows.

How many blocks are there altogether? Draw a picture to show your thinking.

Draw what the staircase pattern will look like if you continue building it, using twos.


Staircase patterns – follow up

Watch the video or follow the instructions.

When working out how many blocks there are, what strategies did you use?

You might find numbers that can pair up and show your working out.

You might choose to rearrange the blocks into groups of 10 and show your working out.

The staircase pattern now looks like a rectangle.

S2 Week B

Does the original staircase pattern turn into a rectangle too?

Are you able to make other staircases that form into squares?

What are some of the mathematical thinking?

Description Image

You can have growing patterns.

We saw a growing pattern when we looked at our staircase structure like this.

You can have shrinking patterns. We saw a shrinking a pattern when we looked at our staircase structure like this.


Description Image

You can sometimes describe something as a growing OR a shrinking pattern.

S2 Week B

STEM – Shoe challenge

Challenge

Design and build a paper shoe to fit your foot.

Rules

1. You can only use the materials on the list, but you don’t have to use all the materials

2. After you have made your shoe, you can use any materials you like to decorate it!

You will need:

• paper • cardboard • sticky tape • scissors • 50cm string • pencil • ruler

Make a paper shoe

This section includes the design thinking process, instructions, and helpful hints

Identify and define the challenge

• Read the rules

• Collect materials and think about how they could be used or changed for the challenge

• Keep a notebook or STEM journal to record your ideas and discoveries

• Gather different types of shoes such as sports shoes, hiking boots and slippers. What are the features of these shoes? What is the purpose of each type of shoe?


Brainstorm and design your shoe

• Draw and label at least 3 different shoe designs. What materials will you use to make each part of the shoe?

• Which shoe are you going to make? Why did you choose that design?

• Does your design meet the challenge rules?

Figure Record your ideas in a STEM journal

Extra maths challenge: Find the area and perimeter of your shoe. You will need string and graph paper. To find the perimeter, use string to measure around your foot. Stretch the string out and measure with a ruler. How many centimetres is the perimeter of your foot? Trace your foot on graph paper and count the squares to find the area of your foot in cm2

Time to build! Make and test your shoe

• Make and try on your shoe.

• Draw or take a photo of your design.

• Why do you think it did/did not work?

• What else could you try?

S2 Week B

Figure Shoe design example

Test, improve and present

• Make any improvements to your shoe. Note this on your drawing.

• Did your design meet the challenge?

• Decorate your shoe.

• You might like to give your shoe a brand name.

• Who is your shoe for? What are the unique features of your shoe?

Documents

‘Nothing but the best’ - Week 6