Tuesday
Week P – Stage 2
Hi there!
To complete today's activities, you will need:
a workbook
coloured pencils
paper
a measuring tool (e.g. a tape measure)
recording sheet (PDF file, 100 KB)
Care and Connect – caring for yourself, your family and your friends
You will need:
Paper planes
Let's get started!
Watch the video and join in the activity.
You will need:
pencils
paper.
Paper planes
Duration: 2:19
English
You will need:
Infographic video
Let's explore infographics!
Watch the video.
Infographic video
Duration: 0:59
Watch the video and join in the activities.
You will need:
a pencil
your workbook.
Note! You will not be required to use Adobe Spark to create your infographic. Watching the video will allow you to see the process involved.
List 3 features that can be added to an infographic.
T4L Kids TV – Creating an infographic with Adobe Spark
Duration: 3:01
Infographics
Let's explore some more about infographics!
Watch the video and join in the activities.
You will need:
a pencil
your workbook.
View the infographics in the video and answer these questions:
How did they try and share the ‘important’ facts?
Which infographic did you think was the best? Why?
What made them interesting - content or design? Or both?
How did the design (e.g. use of fonts, colour, graphics and imagery) contribute to how you felt about the information?
Infographics
Duration: 6:15
Share your work with your teacher.
Create your own infographic
It's your turn to create an infographic!
Watch the video and join in the activity..
You will need:
pencils
your workbook
digital device (optional).
Create your own infographic poster that will help others to better understand an issue or concept you are studying in class.
Hint! You can create your infographic in your workbook or using a digital device.
Create your own infographic
Duration: 1:26
Brain break
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.
10@10 – firefighters
Duration: 10:49
Virtual excursion
International Space Station
This week we are exploring the International Space Station with Expedition 33 Commander, Suni Williams.
Today, Suni continues the International Space Station tour with a look at the Destiny, Kibo and Columbus laboratory modules, as well as the Quest airlock.
Station tour – Destiny, Kibo and Columbus
Duration: 5:10
Mathematics
You will need:
How far can you jump?
Let's investigate measurement!
Watch the video and join in the activity.
You will need:
a measuring tool (e.g. a tape measure)
recording sheet (PDF file, 100 KB)
a pencil
your workbook.
Hint! The instructions are also below if you need them.
Jump! – How far?
Duration: 7:42
© Australian Government Department of Education, Skills and Employment 2021 – Adapted from ReSolve
Part 1: Estimate
Estimate the length of 1 metre.
Compare your estimate with a measuring tool.
Estimate 1: Estimate how far you think you will be able to jump using the following jumping techniques:
two feet together
one-foot leap from standing
one-foot leap with a small run up.
Record your answers in the first column of your estimation table.
Estimation table – how far do you think you will jump?
Estimate 2: Have a practice jump (but don't measure it!) and refine your estimate. Record this in the second column of your table.
Estimate 3 (optional): Have a discussion about your estimates with a friend or family member. Refine your estimate if you need to.
Part 2: Investigate
Mark a clear starting line for your jump.
Make 3 attempts for each type of jump.
Measure and record your results in the second table of your worksheet for each jump. Measurements need to be in metres and centimetres. For example, 37cm or 1m and 16cm.
Note: Jumps should be measured from the starting line to the back of your foot (just like in long jump).
Hint! Hold a small item (such as a piece of string) as you jump, then place it on the floor behind your foot so you know where you landed. This will help you measure more accurately.
Investigation table – recording your jumps
Part 3: Reflect
Record your longest measurement for each type of jump.
What is the difference between your shortest and longest jump?
Part 4: Analyse data
A class completed the '2 feet together' jump and graphed their results.
Take a close look at the graph.
What is the difference between the shortest and longest jump in each category?
What is the difference between the shortest and longest jump across all categories?
Class data – 2 feet together jump
What if..?
Let's explore how far you could jump if you were an animal!
Watch the video and join in the activity.
You will need:
a measuring tool (e.g. a tape measure)
a pencil
your workbook.
Hint! The instructions are also below if you need them.
Jump! – What if?
Duration: 6:21
Let's see how high you could jump if you were an animal!
Hint! You will need to measure and know your height for this activity.
A kangaroo can jump about 4 times its height (2m).
How far can the kangaroo jump?
How far could you jump if you were a kangaroo?
Hint! It's 4 x your height.
A frog can jump about 30 times its body length (15cm).
How far can the frog jump?
How far could you jump if you were a frog?
Hint! It's 30 x your height.
A grasshopper can jump about 20 times its body length (6cm).
How far can the grasshopper jump?
How far could you jump if you were a grasshopper?
Hint! It's 20 x your height.
A flea can jump about 200 times its body length (2cm).
How far can the flea jump?
How far could you jump if you were a flea?
Hint! It's 200 x your height.
What tools did you use to measure your jumps?
What would be the best tool to use to measure how far you could jump if you were:
a kangaroo?
a frog?
a grasshopper?
a flea?
How do the tools you would use differ? Why would you use different tools? Would some tools produce more accurate measurements?
What do you think about the statement ‘The smaller the distance, the more accurate you tend to be’?
Share your work with your teacher.
For those who like a challenge!
If your original jumps were more than 1, 2 or 3 times your own height, what sort of animal might they be? Explain your reasoning.
History
You will need:
Community and remembrance
Let's explore the origins and significance of Remembrance Day.
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Answer the questions asked in the video.
Record three interesting facts you learnt from watching the video.
List the customs, traditions and symbols associated with Remembrance Day.
Choose 3 and record some interesting facts.
Hint! You can stop the video at any time or go back and listen to answer the questions. The questions and examples are also below if you need them.
Community and remembrance – origins and significance of Remembrance Day
Duration: 7:29
Questions to answer while you watch the video
What is Remembrance Day and what date is Remembrance Day?
What do you think 'commemorate' means?
Can you name a war that Australia has been involved in?
The date of Remembrance Day marks the end of what world war?
Approximately how many people died in World War I?
Complete this sentence. Remembrance Day is also referred to as _____________ Day.
What type of flower do people wear on Remembrance Day?
How do we commemorate Remembrance Day in Australia? What activities take place?
Why do you think Remembrance Day is important?
What does your school do on Remembrance Day?
Customs, traditions and symbols associated with Remembrance Day
There are many customs, traditions and symbols associated with Remembrance Day. Some examples include:
the laying of wreaths
dawn service
the Last Post
a period of silence
the Rouse
the Ode of Remembrance
red poppies, rosemary
the unknown solider
flags at half-mast (half way up the flag pole)
war memorials
honour rolls
medals.
Share your work with your teacher.
For those who like a challenge!
There is a famous poem named ‘In Flanders Fields’ by John McCrae (1872-1918).
Research:
the origins of this poem
why it is now so widely known and popular
what the enduring legacy is of 'In Flanders Fields' today.
Student voice
Show how you feel about your learning today.