Monday
Week H – Stage 3
Happy Monday!
To complete today's activities, you will need:
Care and Connect – caring for yourself, your family and your friends
Breathing colours
Let's get started!
Watch the video and join in the activity.
Breathing colours
Duration: 0:57
English
You will need:
The role of public speaking
Let's think about times when people might need to do public speaking.
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Think of times when you might need to do public speaking.
List as many as you can.
Think of jobs that require public speaking.
List as many as you can.
The role of public speaking
Duration: 4:58
Reading and viewing – word investigation
Let's explore a poem from The School Magazine!
Listen to the poem 'I don't want a pet snake' from The School Magazine.
I don't want a pet snake
Duration: 1:39
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Complete the word investigation chart for three unfamiliar words in the story.
I don't want a pet snake – word investigation
Duration: 4:04
Writing – modality
Let's explore this poem some more!
Listen to the poem 'I don't want a pet snake' from The School Magazine again.
I don't want a pet snake
Duration: 1:39
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
What words has the author used to show the reader that they will never buy a snake?
Categorise the given words into low and high modality words.
Record any medium modality words you can think of.
I don't want a pet snake – modality
Duration: 5:22
Share your work with your teacher.
Brain break
You will need:
Let's recharge!
It’s time for a brain break so we can recharge for some more learning!
Watch the video and join in the activity.
You will need:
tongs
a small ball
a container.
Brain break
Duration: 1:28
Education Live
The maths of fashion
Join us for today's episode of Education Live!
Today we are joined by Kellie Hush and Eddie Woo who discuss the maths of fashion!
Mathematics
You will need:
Fewest squares – 1
Let's explore squares! There are three parts to this activity so let's start with part 1!
Watch the video and join in the activity.
You will need:
(PDF 33KB)
Hint! If you can't access this worksheet you can create your own grid using paper.
different coloured pencils or textas.
Draw an 11 x 13 grid on paper or use the template provided.
What is the fewest number of squares you can draw inside your 11 x 13 grid?
Make sure you don't have any overlapping squares or leave any blank spaces.
Example of an 11 x 13 grid
Fewest squares – 2
Let's explore part 2!
Watch the video and join in the activity.
You will need:
(PDF 33KB)
Hint! If you can't access this worksheet you can create your own grid using paper.
different coloured pencils or textas.
Test out some different starting places, or start with different square numbers, to help you find the fewest squares within the 11 x 13 grid.
Fewest squares – 3
Let's explore part 3!
Watch the video.
Compare your 11 x 13 grid to the ones created in the video.
What was the fewest number of squares you could fit into the 11 x 13 grid?
How were the grids you made similar or different to the ones in the videos?
Is 8 the fewest number of squares we can use to fill the 11 x 13 grid?
What would the dimensions (size) of a grid need to be so we could fill it with exactly 7 squares?
Share your work with your teacher.
Squares bingo
Let's play a game called 'squares bingo'!
Watch the video and join in the activity.
You will need:
(PDF, 58KB)
Hint! If you can't access this worksheet you can create your own grid using paper.
playing cards
two different coloured pencils or textas.
Hint! The instructions are also included below in case you need them.
Squares bingo
Duration: 6:44
From Bay-WiIliams and Kling, 2019
Place the square products randomly inside the grid, making sure each square product is used at least once and there are no empty spaces.
The player who gets four in a row (horizontally, diagonally or vertically) is the winner. If there are two of the same square products on your bingo card you are only allowed to cover up one for each card that you flip.
Player 1 flips one card and determines its square product. Using your marker, highlight or colour in the square product on the bingo board.
Player 2 has their turn, flipping over their card and selecting their square product on the bingo board.
If a player selects a card and the square product has already been taken they miss a turn.
Remember to think about your strategy, you can block the other player from completing their row.
Continue to play until one player has marked off four square products in a row. BINGO!
Example of how to draw up your bingo grid
Example of a winning bingo grid
GetActive@Home
You will need:
Striking
Are you ready to move?
Watch the video and join in.
You will need:
a balloon
2 shoes or field markers.
Striking
Duration:22:07
Creative Arts
You will need:
Can you see the sounds?
This week's focus is on a famous artist and musician named Wassily Kadinsky. He was thought to be able to see sounds and hear colours (synaesthesia). He used shapes and colours to represent sounds.
Watch the video and join in the activities.
Can you see the sounds?
Duration: 8:42
Art and movement – part 1
Kadinsky was interested in abstract art. Let's explore one of his artworks!
Look at the artwork called ‘Composition IV’ (1911) by Wassily Kandinsky.
Kandinsky wasn’t happy with this work until it was turned around sideways from portrait to landscape.
Try looking at the artwork in portrait.
What changes does that make?
Which way do you prefer?
Kandinsky - Composition IV, 1911 (Wikiart)
Art and movement – part 2
Let's explore another artwork by Kadinsky which was also created in 1911!
Look at the artwork called ‘Impression III’ (Concert) (1911) by Wassily Kandinsky.
This artwork was painted after Kadinsky went to a piano concert by a composer named Schoenberg. He then went home and painted this work.
Kandinsky - Impression III (Concert), 1911 (wikiart)
Listen to a short section of this piece of music called ‘Drei Klavierstucke’ (or ‘Three Piano Pieces’) by Schoenberg.
Think about the black blob and the figures in the painting. Can you recognise any connection to the music?
‘Drei Klavierstucke’ (or ‘Three Piano Pieces’).
Duration: 11:59
Art and movement – part 3
Let's explore another artwork made about a piece of music!
Listen to this piece of music called ‘The Movement of Life’ by Paul and Tracy Burjan.
'The Movement of Life' by Paul and Tracy Burjan
Duration:4:30
Movement-of-Life-complete.mp3Watch the video and join in the activity.
Get familiar with the music by listening and moving as though you are inside a bubble.
'The Movement of Life' – the bubble movement task
Duration:2:34
It's your turn to create an artwork!
Now that you have listened to the piece of music, create your own artwork based around your impressions of it.
You will need:
paper
pencils or paint or textas or crayons.
You might choose to focus on some of the instruments, the overall sound, or the way it makes you feel.
Think about the colours and shapes you use. You can choose whichever style or technique you would like, such as drawing or painting.
Hint! Look at the image of the instruments used in this piece to help you. Also look at the examples below for inspiration.
Instruments used in the piece of music
'Movement of life' (watercolour pencils)
'Movement of life' (paint)
‘Movement of life’ (paper collage)
Share your work with your teacher.
Art and movement – part 4
Let's explore more about colours and sounds!
Explore the Kandinsky filter in Chrome Music Lab and create a short composition.
What relationship do you notice between the colours and the sounds that this app suggests?
Some colours may suggest different sounds to you. Think about how you would change it if you could.
For those who like a challenge!
Using the artwork you made earlier, create your own piece of music with available equipment, such as a water bottle, utensils, body percussion, vocal sounds or furniture. You might like you to record this using GarageBand or a voice memo on a device.
Create an artwork about a song or piece of music that you are familiar with. Think about your choice of shapes and colours and how those represent the sounds in the music.
Kandinsky famously said, ‘I saw all my colours in spirit before my eyes. Wild, almost crazy lines were sketched in front of me.’ Think about what he means by this comment. Can you see these lines and colours in his artworks?
Student voice
Show how you feel about your learning today.