Wednesday
Week N – Stage 3
Welcome to Wednesday!
To complete today's activities, you will need:
a workbook
coloured pencils
A4 paper
a tape measure
a ruler
a soccer ball, netball, or similar sized ball
2 field markers or shoes
Care and Connect – caring for yourself, your family and your friends
Scattergories
Let's get started!
Watch the video and join in the activity.
Hint! The list of categories is in the drop down below in case you need them.
Scattergories
Duration: 1:31
Scattergories
Scattergories categories:
an animal
something cold
a colour
a fruit or vegetable
something you would find in your bedroom
a country
a sport
something that is stinky
somebody famous
something you would find in the ocean.
English
You will need:
Clues for character
Let's write clues to describe a character!
Watch the video and join in the activity.
Choose a familiar character from a text (movie or book).
Without naming the character, describe that character.
Focus on the character’s:
appearance (looks)
actions
behaviours.
Clues for character
Duration: 2:50
Share your work with your teacher. Your teacher or peers could try to guess the character using your clues.
Before, during and after
Let's explore a photograph!
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Look at the image in the video of the man looking through the binoculars.
Write what happened:
before the photo was taken
while the photo was being taken
after the photo was taken.
Before, during and after
Duration: 6:37
Share your work with your teacher.
Brain break
Let's recharge!
It’s time for a brain break so we can recharge for some more learning!
Use 'The Workout Alphabet' to:
spell the word Wednesday
spell the name of your favourite sport.
The Workout Alphabet
A = 5 push ups
B = 5 pilates roll ups
C = 5 tricep dips
D = 5 V sits
E = 6 squats
F = 7 mountain climbers
G = 7 lunges
H = 8 lateral jumps
I = 10 jumping jacks
J = 15 high knees
K = 15 second high plank
L = 10 second superman
M = 15 second warrior pose
N = 10 jumping jacks
O = 15 high knees
P = 5 push ups
Q = 5 pilates roll ups
R = 5 tricep dips
S = 5 V sits
T = 6 squats
U = 7 mountain climbers
V = 7 lunges
W = 8 lateral jumps
X = 10 jumping jacks
Y = 15 high knees
Z = 15 second high plank.
Check-in survey – Brain breaks
Answer the questions below about the activity you just did.
Word study
You will need:
Word study focus: morphemes
Let's learn about morphemes and why and how we use them!
You will need:
a pencil
your workbook.
Word study focus: morphemes
Duration: 5:13
Virtual excursion
NSW Parliament House
This week we are virtually visiting the NSW Parliament House! Today we will take a closer look at The Mace and The Black Rod.
The Mace
Duration: 1:39
The Black Rod
Duration: 0:53
Mathematics
You will need:
Aerodynamics
Let's explore why some shapes move through air better than others!
You will need:
pencils
your workbook.
How do paper planes work?
Explain what helps them fly.
Draw a picture to support your explanation.
Watch the video.
It's time to make your own paper plane and hold a paper plane flying competition!
You will need:
A4 paper
pencils
a measuring tape.
Construct your own paper plane.
How far can your plane fly? Use a tape measure to check the distance.
Hint! You may want to follow the instructions in the picture or design your own.
Example paper plane instructions
Hold your own paper plane flying competition!
Design and construct 3 different paper aeroplanes.
Make a prediction:
Which plane design do you think will fly the furthest?
Why? Draw and write to explain your reasoning.
Test your planes:
Measure and record the distances flown by each plane.
Hint! You may like to record the information in a table.
Example table
Design a vegetable garden
It's time to apply your knowledge of area of rectangles and squares to design a vegetable patch!
Look at the image of the rectangular garden bed.
You will need:
a pencil
your workbook
a ruler.
What measurements would you need to know if you wanted to build this at your home?
Scenario:
Dave has some wood lying around at home and has decided to make a rectangular garden bed to grow some vegetables. He has a total of 18 metres of wooden planks and needs to work out the largest vegetable patch he can make from these wooden planks.
What is the shape of the garden bed?
What is the perimeter of the garden bed?
Use a table (like the example) to determine possible dimensions of the garden bed.
Example table
Describe how the area changes when one side changes in length.
Which dimensions give the largest vegetable patch (or area)? Create a design for this.
Why are there only 4 possibilities if we use whole numbers?
Share your work with your teacher.
For those who like a challenge!
Measurements are not always in whole numbers.
Investigate some possible combinations of the length and width of the vegetable patch if the dimensions are decimal values. E.g. A vegetable patch with dimensions 5.8m by 3.2m will have a perimeter of 18m and an area of 18.56m².
Determine the maximum possible area if the dimensions have one decimal place.
PDHPE
You will need:
workbook or paper
pencils, crayons or textas
Keeping safe around water environments
Let's explore how we can stay safe around water and how we can help others to stay safe!
Watch the video and join in the activities.
You will need:
pencils
your workbook
a digital device (optional).
Brainstorm what we can we do to keep safe around water.
Record the actions that can keep us safe when we are around water under the headings 'pool', 'river' and 'beach'.
What are different strategies to keep ourselves and others safe around water?
In the video, a picture of a pool is shown. Identify strategies to make it safer to swim in the pool.
Hint! There are some pictures, examples and more information to help you with the activity in the drop downs below.
Keeping safe around water environments
Duration: 7:08
Safety at the local pool
Some examples of actions that could keep us safe when we are at the local pool, include:
asking permission from an adult before going swimming
making sure a trusted adult is swimming with me and watching me
walking around the pool
entering the pool safely
following the pool rules.
Safety around a river
Some examples of actions that could keep us safe when we are around a river, include:
asking permission from an adult before going swimming
making sure a trusted adult is swimming with me and watching me
checking the depth of the water before entering
entering the water safely
following the safety signs (e.g. no diving).
Safety at the beach
Some examples of actions that could keep us safe when we are at the beach, include:
asking permission from an adult before going swimming
making sure a trusted adult is swimming with me and watching me
swimming between the red and yellow flags
following the instructions from the lifeguards
following the safety signs.
Possible responses
Examples of strategies we could use to make it safer to swim in the pool may include:
removing the balloons from the pool
asking an adult to supervise while swimming in the pool
explaining to children that it is not safe to jump into the pool from the garden edge
explaining that it is not safe to jump into the pool with lots of children swimming
removing the inflatable chair from the pool
recommending to the children that they wear a rash shirt and apply sunscreen
designing and displaying safety signs around the pool (e.g. 'no diving', 'no jumping').
Your task:
Choose one water environment to promote strategies that help to keep everyone safe when they are in the water.
For example, you might like to record your strategies by:
creating a poster with pictures and words
designing slides with images and record your voice explaining the game
recording a video of yourself.
It is important that we are always safe when we are around water.
PE Challenge
You will need:
Foot skills and passing
Let's practise our foot skills and passing!
Watch the video and join in the activity.
You will need:
soccer ball, netball or similar sized ball
2 field markers or shoes.
Foot skills and passing
Duration: 29:00
Environmental Education
You will need:
Design a farm
Let's design a farm!
Watch the video and join in the activity.
You will need:
pencils
your workbook.
Design a farm. Make sure you include:
a place for baby plants and animals to grow and complete their life cycle
paddocks to classify and group plants and animals
plants and animals working together
automation (e.g. robots and amchinery)
a place to produce food.
Design a farm
Duration: 3:31
Share your work with your teacher.
Student voice
Show how you feel about your learning today.