Thursday
Week D – Stage 2
Good morning!
To complete today's activities, you will need:
a workbook
pencils
collection of objects (e.g. counters or dry pasta)
factors game board
(PDF file, 267 KB)
8-12 counters (half in one colour, half in another)
paper clip
timer
a tray to hold materials
pair of socks or a small soft ball
bucket or washing basket
a small pillow
Care and Connect – caring for yourself, your family and your friends
Brain teaser
Let's get started!
Watch the video and join in the activity.
Brain teaser
Duration: 2:04
English
You will need:
Interesting stories
Let's practise our listening skills!
Listen to the audio track to hear some interesting stories about beetles, a fire in the ocean, tennis champions and more!
After listening think about:
Who do you think would like to listen to these news stories? Do you think it would be adults, primary school children, high school children or pre-schoolers?
Why do you think this age group would like these stories best?
Writing a letter
It's storytime!
Watch this video or listen to the story of 'The Dog Without a Name'.
Predict what happens in the story when Bella goes home with Jack.
Imagine you are Jack. Write a letter to the carer telling them all the things you (Jack) and Bella have been up to.
Watch the video to see an example then write your letter in your workbook.
Prediction letter
Duration: 2:59
Is this too hard?
Draw a picture of Jack and Bella playing in his garden at his new house.
Is this too easy?
Create a picture book that tells the story of Jack adopting Bella.
Biographies
An author brings to life a character’s story through their books. Have you thought about Jack’s backstory?
Let's have a go at planning out Jack’s biography (his backstory). Think about:
how old he is
where he lives
who he lives with
his friends and his hobbies.
Watch the video to see an example then create a biography for Jack in your workbook.
Jack's biography
Duration: 3:16
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.
Brain break
Duration: 1:46
Education Live
Maths tricks with cards
Join us for today's episode of Education Live!
Today we are joined by Eddie Woo who shows us some cool maths tricks using playing cards!
Mathematics
You will need:
How many characters?
Let's complete a problem solving challenge!
Watch the video and join in the activity.
You will need:
pencils
your workbook.
How many unique mini figs can we make for our $25?
How many characters challenge – part 1
Duration: 1:53
Watch the video and join in the activity.
How many characters challenge – part 2
Duration: 4:08
Factors fun
Let's play another number game!
Watch the video to learn how to play.
You will need:
3 pencils
your workbook
a factors game board
(PDF file, 267 KB)a paper clip
8-12 counters (half in one colour, half in another).
Hint! The instructions are also below if you need them.
Factors fun
Duration: 8:18
How to play:
Take it in turns to spin the spinner and divide the number by the chosen divisor (for example, 5).
Players work out the solution and explain their thinking to their partner.
The partner records their thinking and if they agree, the player is able to place one of their counters on the number on the game board, claiming that place.
If the number is taken, students miss a turn.
If there are no new counters that can be added to the game board, players have to move an existing counter to a new place.
Players win by getting four counters in a row (in any orientation, including a square).
Option: you can use 5 or 6 counters, looking for 4 in a row.
Check-in survey – Mathematics
Answer the questions below about the activity you just did.
GetActive@Home
You will need:
Throwing
Are you ready to move?
Watch the video and join in the activity.
You will need:
a pair of socks or a small soft ball
a bucket or washing basket
a small pillow.
Throwing
Duration: 23:35
Check-in survey – GetActive@Home
Answer the questions below about the activity you just did.
Science and Technology
You will need:
Cool me down, I'm overheating!
Materials are the things we see and touch each day. The properties of these materials can change when the material is cooled or warmed.
Let's start by seeing how different materials change when they are cooled. Then we will see what happens when they are warmed!
Watch the video before you get started.
You will then need to collect:
a tray to hold the materials
4 objects from the object list (below). Try to pick a variety of materials.
a pencil.
Cooling materials
Duration: 2:40
Materials list (pick 4):
Water (just enough to fill a plastic lid)
Ice
Mayonnaise (just enough to fill a plastic lid)
Building block
Sunscreen (just enough to fill a plastic lid)
Piece of fruit
Vegetable oil (just enough to fill a plastic lid)
Butter or margarine
Hand sanitiser
Playdough
Pencil eraser
Copy this table into your workbook before getting started. You will need 4 columns.
Observe:
Start by placing your 4 objects on the tray and observe. What do you notice? Record your observations in the table under 'properties before cooling or warming'.
Method:
Place your objects on the tray.
Play the tray of objects into the freezer for 30 minutes.
After 30 minutes, take out the tray and observe the objects. Has anything changed?
Touch the objects. What do you notice?
Did any objects change in a similar way? What changes were different?
Write what you notice in your table under the heading 'Properties after cooling'.
Hint: keep your materials and table for the next activity!
Warm me up, I'm freezing!
Are you ready for part 2 of our investigation? This time we will see what happens to the materials when they are warmed. We are going to find out if there are different properties this time.
Watch the video before you get started.
You will need:
The same materials you used in activity 1.
Warming materials
Duration: 1:39
Method:
Place the same tray of objects into a sunny place (such as a window sill or an outdoor table).
Hint: if it's too cold outside, ask an adult to use a hair dryer to blow warm air onto the objects. Do NOT use any sort of flame or fire (such as matches or candles) to warm your objects.Leave your materials in the sunshine for 30 minutes (or 5 minutes if you are using a hair dryer).
After 30 minutes, take the tray out of the sun and observe the properties. Has anything changed?
Carefully touch the objects – they may be hot! What do you notice?
Did any objects change in a similar way? What changes were different?
Write what you notice in your table under the heading 'Properties after warming'.
Recording results:
Copy the following into your workbook and finish any incomplete sentences.
Investigation: Exploring the properties of materials.
Purpose: To observe what happens when different materials are cooled and warmed.
Materials: I used these things... (write down your materials)
Method: This is what I did... (write down the steps of the experiment)
Results: Describe exactly what you observed. You can use your table as well.
What happened: (have a go at explaining why warming and cooling changes the properties of materials)
Prediction:
What do you predict might happen if you left the objects in the freezer overnight?
What might happen if you left the objects in the sunshine on a very hot day in Summer?
Student voice
Show how you feel about your learning today.