Wednesday

Week D – Stage 3

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Tuesday

Wednesday

Thursday

Friday

Welcome to Wednesday!

To complete today's activities, you will need:

a jug of water

a cup

a workbook

pencils

paper

objects to create a target (e.g. bucket, container, bag, or basket)

2 x 0-9 sided dice or spinner, or playing cards

soft objects to throw, such as socks or soft toys

Care and Connect – caring for yourself, your family and your friends

You will need:

Keep hydrated

Let's get started!

Watch the video and join in the activity.

Keep hydrated
Duration: 0:35

English

You will need:

Describing places

Let's have a go at using our adjectives (describing words).

Look at the picture of the treehouse.

What do you notice? Think about some powerful words you could use to describe the treehouse.

Treehouse

Forest with a large, leafy tree. The tree has lots of large, mossy roots. The tree has a door on its trunk. The door has a window - there is a on light inside.

Image by Schmidsi from Pixabay  

Let's have a go at using our adjectives (describing words) to describe the treehouse.

Listen to this clip to learn more about adjectives and similes.

Let's use some adjectives to describe the treehouse.

Describe the treehouse using describing and opinion adjectives. We can also use similes.
Describe who may live here. Think about how big they would be.

Adjectives and similes

Duration: 1:37

Week D-English-Stage and Stage 3-Treehouse instruction.m4a

Making connections

It's storytime!

Watch this video or listen to the story of 'The Dog Without a Name'.

The Dog Without a Name
Duration: 10:30

You can also read or listen to the book.

We're going to look at making connections with this text.

Can you make any connections? Think about:

Have you ever visited a dog shelter?
Have you ever read a book to a lonely person?

Watch the video to see an example.

Then, write your connections in your workbook.

Connections to text
Duration: 2:11

Is this too hard?

What feelings did you have for the dog when reading/viewing this story: sad, angry, upset, disappointed, excited, pleased, liked, etc. 
Draw three things you might see at a dog shelter.

Is this too easy?

List 5-10 emotions one may feel when visiting a dog shelter and list 5 synonyms for ‘loneliness’ or ‘lonely’.  
Write a paragraph explaining a connection you have made to this story.  It could be a connection to another text, a connection to yourself or a connection to something that is happening in the world.

Actions and emotions

Let's explore how we can learn more about characters through their actions and emotions.

When we read, our favourite characters spark emotions in us. Powerful characters can make us laugh, cry, or surprise us with their actions.

As readers, we learn about characters not just through the author's descriptions, but also through the actions in the story. Can you think about some actions that Jack and the carer did in the story?

Let's have a go at identifying how the character of Bella is feeling at different points in the story.

We are going to complete an actions and emotions task together.

Watch the video for instructions then complete the task in your workbook.

Inferring actions and feelings
Duration: 2:19

For those who like a challenge!

Complete a second 'actions and emotions' task for Jack or the carer.

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!

Watch the video and join in the activity.

Brain break
Duration: 2:03

Check-in survey – Brain break

Answer the questions below about the activity you just did.

Education Live

Animals of the week

Today we will meet a Komodo dragon and learn about venomous snakes (including what to do if someone gets bitten!) at the Australian Reptile Park.

Education Live – Komodo dragon
Duration: 5:03

Education Live – animal of the day

Education Live – venomous Australian snakes
Duration: 4:49

Education Live – animal of the day

Mathematics

You will need:

Number

Let's explore place value!

Watch the video to learn how to play.

You will need:

a gameboard (you can make on by drawing boxes or using sticky notes)
pencils
2 x 0-9 sided dice or a set of playing cards from A-9 (you can use Kings to represent zero) or a 0-9 spinner.

The place value game
Duration: 5:22

PDH

You will need:

Water - Persuasive text

Over the past few weeks we have been learning about healthy foods and water. Let's learn some more about water!

Listen to the instructions.

Benefits of drinking water
Duration: 4:53

It's your turn!

Plan a persuasive text to your school principal convincing them that your school should install water fountains or a drink bottle station.

Remember, a persuasive text is any text where the main purpose is to present a point of view and seeks to persuade a reader.

Persuasive text structure

A persuasive text usually includes:

A statement of position – introducing the topic. For example, the school needs a drink bottle station for students to fill their drink bottles.
Three or four arguments – here is where you need to convince the principal into believing that you need a drink bottle station.
·A conclusion – a summary of your arguments.

Example of key arguments

Key arguments could include:

Health benefits of having water fountains or a drink bottle station.
Convenience of having water fountains or a drink bottle station.
Sustainability – benefits on the environment when you can refill drinks bottles instead of buying more plastic bottles.

You may choose to write your text in your workbook, create a voice recording or present your text on the computer or iPad.

Be as creative as you can with your presentation.

PE Challenge

You will need:

Obstacle golf – advanced

Let's practise our golfing skills!

Watch the video.

Obstacle golf – advanced instructions
Duration: 7:10

It's your turn!

You will need:

soft objects to throw, such as socks, soft toys or scrunched up paper
objects to create a target (e.g. bucket, container, bag, basket)
a pencil
your workbook.

Examples of what your challenge might look like

Option 1: person set up stick as starting line. Throwing ball over a bench to land in a circle. Option 2: throwing over a bin onto a bench. Option 3: throwing further away.

To set up your space:

Create 3 targets that you can safely throw a soft object towards.
Choose a ‘starting point’ where you will throw the object from. Place each target at different distances from the ’starting point’.
Choose or create at least one object that will act as an obstacle. The obstacle needs to be placed between the ’starting point’ and the target.

Play obstacle golf:

Throw the soft object towards the target. You should aim to hit the target.
Pick up the object from where it landed and throw the object again until the target has been hit.
Attempt all 3 targets once.

Complete these tasks in your workbook:

What do you consider to be your strengths while playing this game? For example:

"I am very consistent when throwing underarm at a target over a short distance."
"I am very good at judging the appropriate amount of force to apply to my throws”.
"I am very good at rebounding the ball off the wall to avoid the obstacle".

Explain what you have identified as your strengths while playing ’Obstacle golf.’
Create or change at least one rule that will challenge your strength. Explain the rule you have created or changed.
Create a different scoring system. For example, the amount of throws you record for each attempt is halved if you throw with your non-dominant hand.

Play 'Obstacle golf - Advanced' with your adapted rules and scoring system

Record how many throws it took to hit each target.

Explain how you refined your throwing during the game of 'Obstacle course - Advanced' to effectively use the new rules and scoring system.

Example of how you may record the attempts

Table with 2 columns and 4 rows. Title row: 'How many throws did it take to hit the target?'. Row 2: Target 1 - I took 6 throws to hit the target. Row 3: Target 2 - I took 4 throws to hit the target. Target 3 - I took 8 throws to hit the target.

Environmental Education

You will need:

Life cycle of a frog

Thank you to the staff at Gibberagong Environmental Education Centre for creating and sharing these activities.

Read the information below about the stages of the frog's lifecycle.

A life cycle refers to the stages or changes that an animal goes through while it’s alive. Frogs are amphibians. The word ‘amphibian’ comes from Greek meaning ‘two kinds of life’ or ‘both lives’. They go through several stages of life before they become adult frogs and during those stages, they live only in water.

Stage 1: Egg

A frog begins life as a fertilized egg. A female frog lays a lot of eggs at one time in a pond. The eggs are surrounded with a clear jelly so they float, and stick to weeds to anchor them. The egg develops inside the jelly.

Stage 2: Tadpole

When the tadpole hatches, it looks more like a fish than a frog as it doesn’t have any legs. It has gills that allow it to breathe underwater. The tadpole swims, eats plants and algae from the water, and grows for several weeks. During this time, the tadpole starts to develop lungs so it will be able to breathe out of the water when it becomes a frog. The tadpole also starts to grow two hind legs. Now it can leap around instead of only swimming. Although the tadpole is starting to look a little more like a frog, it still has a very long tail!

Stage 3: Young frog

The tadpole grows two front legs and its long tail becomes shorter and shorter. The tadpole uses the nutrients stored in its tail as food, so until its tail is completely gone, it doesn’t need anything else to eat! Then just a little stub of its tail is left, and the tadpole is a young frog. It hops right out of the water and onto dry land for the first time! The frog is still very small.

Stage 4: Adult frog

The frog’s tail will eventually disappear completely and it will start to eat insects instead of plants from the water. The adult frogs then lay their eggs and more tadpoles hatch and begin the cycle again!