Day 4

Welcome to Day 4 of the Otter pack!

To complete today's activities, you will need:

pencils

a workbook or paper

a recording device

containers

small items

a camera device

paper or cardboard

scissors

sticky tape or glue

game pieces or counters

a dice or spinner

During today's activities, you might see the icons below:

look

listen

speak

write

explore

reflect

Acknowledgement of Country

look
listen

Watch and listen to the Acknowledgement of Country.


We acknowledge the traditional custodians of the Land and pay respect to the Elders past, present and emerging. We would also like to extend that respect to other Aboriginal people.

Acknowledgement of Country – Mount Brown Public School

Duration: 0:45

English

Reading and comprehension – Plastic bags

look

Watch the video and then have a go.


Hint! A copy of the text is in the drop down below.

Should we pay for plastic bags?
Duration: 1:34

look

'Should we pay for plastic bags' (select arrow)

In green box at the top of the page is the following text: Some students are investigating how pollution affects the environment. They have researched the effect of plastic bags. This is what they have written. The title is: Should we pay for plastic bags? There is a photo of a turtle with plastic in its mouth. There is also a photo of an advertisement with a picture of a plastic bag with a circle and a line through it and next to the picture is the text: SAY NO TO PLASTIC BAGS. The main text is as follows: People should pay for the plastic bags they use for their shopping. According to experts from Clean Up Australia, Australians use over six billion plastic bags a year and many of these are used for carrying shopping home from supermarkets. Making people pay for these plastic bags would encourage them to use reusable bags. Some plastic bags can last in the environment for up to 1000 years before they disintegrate (break down). Plastic bags are harmful to wildlife as they can kill animals, especially in the ocean. Also, when plastic bags are made, dangerous gases are released that pollute the atmosphere. If we use fewer plastic bags there would be less air pollution, as well as less land water pollution. We need to reduce the number of plastic bags in the environment. Making people pay will help to stop them using plastic bags and force them to use reusable bags for their shopping!

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website - Should we pay for plastic bags? Text (accessed 6/6/22) and was not modified. The material is licensed under a Creative Commons Attribution 4.0 International (CC BY) licence (Creative Commons licence). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any products that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.

explore

Complete the quiz.

Multiple choice quiz – Should we pay for plastic bags?

Writing – Compound sentences

You will need:

pencils

Workbook

a workbook or paper

look

Watch the video and then have a go.

Writing compound sentences
Duration: 1:51

explore

Fill in the blank with the correct conjunction to create compound sentences.

Fill in the blanks – Compound sentences

write

  • Write 3 compound sentences on a topic that you are passionate about.

Hint! Remember to use a conjunction (e.g. and, because, but, so) to create your compound sentence.

Reading and speaking – Emphasis

You will need:

a recording device


look

Watch and listen to the video.

Stronger together – Kabir Kitchannagari

Duration: 4:08

NSW Department of Education – The Arts Unit

look

Watch the video and then have a go.

Reading with stress

Duration: 3:19

look
speak

Now it's your turn to practise reading with emphasis.


  • Review the text 'Should we pay for plastic bags?'

  • Select words or phrases that you wish to place emphasis on.

  • Record yourself reading the text aloud with emphasis.

Text – Should we pay for plastic bags?

In green box at the top of the page is the following text: Some students are investigating how pollution affects the environment. They have researched the effect of plastic bags. This is what they have written. The title is: Should we pay for plastic bags? There is a photo of a turtle with plastic in its mouth. There is also a photo of an advertisement with a picture of a plastic bag with a circle and a line through it and next to the picture is the text: SAY NO TO PLASTIC BAGS. The main text is as follows: People should pay for the plastic bags they use for their shopping. According to experts from Clean Up Australia, Australians use over six billion plastic bags a year and many of these are used for carrying shopping home from supermarkets. Making people pay for these plastic bags would encourage them to use reusable bags. Some plastic bags can last in the environment for up to 1000 years before they disintegrate (break down). Plastic bags are harmful to wildlife as they can kill animals, especially in the ocean. Also, when plastic bags are made, dangerous gases are released that pollute the atmosphere. If we use fewer plastic bags there would be less air pollution, as well as less land water pollution. We need to reduce the number of plastic bags in the environment. Making people pay will help to stop them using plastic bags and force them to use reusable bags for their shopping!
listen

Listen to your recording, then answer the questions to self-assess the fluency of your reading.

Emphasis – self-reflection

Mini break

Exploring our world – Languages of our land

look
listen

Watch and listen to the video.

Koala

Duration: 1:02

Mathematics

Warm up – Clues on the dice

You will need:

Pencils

pencils

Workbook

a workbook or paper

look

Watch the video and join in.

Clues on the dice

Duration: 4:09

Adapted from the work of Steve Wyborney

3 Act Maths – problem solving

You will need:

pencils

a workbook or paper

look

Act 1

Watch the video and then complete the activity.

3 Act maths with M&Ms

Duration: 0:53

write

  • Estimate how many M&Ms are in each bowl.

  • What is an estimate that is too high?

  • What is an estimate that is too low?

  • There is 1 cup of M&Ms in each bowl. Estimate how many M&Ms are in ¼ of a cup.

  • What information would be useful to know for solving this problem?

Would you like a tip?

  • Begin by estimating how many M&Ms were in the first container.

  • Imagine there were 100 M&Ms in 1 cup. How many would be in ¼ of a cup?


Use your answers to help you solve the main challenge questions.

Want to stretch your thinking?

How many would there be if you used a...

  • ½ cup to scoop out the M&Ms from each bowl?

  • ¾ cup to scoop out the M&Ms from each bowl?

explore

Act 2

Select the dropdowns below to reveal some useful information

Act 2 – Clue #1 (select arrow)

M&Ms have been sorted into groups of large, medium and small sizes. In 3 separate piles.

Act 2 – Clue #2 (select arrow)

10 of each group of M&Ms separated from the remaining pile and placed in a line.
look

Act 3 – The reveal (select arrow)

  • There are 19 large M&Ms in the first group.

  • There are 60 medium M&Ms in the second group.

  • There are 183 small M&Ms in the third group.

Each group of M&Ms displayed as lines of 10.

Create your own 3 Act Maths

You will need:

Pencils

pencils

Workbook

a workbook or paper

containers

small items

a camera device

look

Watch the video for some information on how to create your own 3 Act maths task.

3 Act maths – your turn

Duration: 1:13

explore
write

Create your own 3 Act maths activity based on the capacity of a container. Think about:

  • What information will you need to write the questions?

  • What information will you provide for the people completing your task?

  • What will you take pictures of?


Set your 3 Act task out as:

  • Act 1: Ask your questions. The people completing your task get to see 1 or possibly 2 pictures.

  • Act 2: Provide the additional information needed to complete the task.

  • Act 3: Provide the solution.

Mini break

Active break – Fresh Start Fitness

look
explore

Watch the video and join in.

Full Speed

Duration 4:07

STEAM challenge

Make a board game – Get inspired!

look

Watch and listen to the videos.

8 ways to make your own paper board games at home
Duration: 8:53

Board Games
Duration: 3:24

Plan

You will need:

Pencils

pencils

Workbook

a workbook or paper

planning guide (Word doc, 747KB) (optional)

look

Watch and listen to the videos.

Make your own boardgame
Duration: 6:55

How to design a boardgame
Duration: 4:48

look

Watch the video to learn about today's activity.

Design your own board game – Part 1
Duration: 1:48

write

  • Brainstorm ideas for your own board game.

  • Think of different board games you know or have played before.

  • Think about different ideas for themes.


Hint! Use the planning guide (Word doc file, 18KB) to help you brainstorm ideas.

Brainstorm planning guide

Sample: Student planning guide for brainstorming board game ideas. Includes text 'Write down or draw lots of different board games you enjoy.'
look

Watch and listen to the video.

Design your own board game – Part 2
Duration: 1:45

write

Create a plan for your board game.

Think about:

  • What is the theme?

  • How will you play the game?

  • What will the game rules be?

  • What will you use for game pieces?

  • How will you finish your game?

Example planning guide

Sample: Planning guide with boxes to guide board game planning. Text in boxes includes: 1. What theme could you choose for your game? Pictures with text include jungle, ocean, rainbow, space, something else? 2. How will you play the game - roll a dice - turn a card -spin the spinner - something else? 3. What will the rules be? 4. What What will you use as game pieces? - make game pieces - use a counter - use a small toy - something else? 5. How will you win the game? - arrive at the end of the game board - eliminate the other players - win the most points - land in a specific place on the board - something else?
write

When you have finished your plan:

  • Draw a sketch of what you want your game to look like.

  • Write down what materials you will need to make the game board and pieces.


Hint! Use a board game template (PDF file, 75KB) if you'd like help getting started.

Example planning sketch

Student work sample: sketch of board game plan. Sketch includes a start, finish and numerous boxes for players to land on. Some boxes include text such as 'miss a turn, roll again or move back'

Example board game template

Sample: blank board game template. It is like a snake with a rectangle that you can write in for the head and one for the tail. Its 'body' is split up into sections that you can write in.

Create and play

You will need:

Pencils

pencils

paper or cardboard

scissors

sticky tape or glue

game pieces or counters

a dice or spinner

look

Watch and listen to the video.

Design your own board game – Part 3
Duration: 1:26

write

Have a go!

  • Use your plan to make your game board.

  • Make or collect any game pieces you need (e.g. dice, spinners or cards).

  • Play your game with a friend or family member!


Hint! Use a board game template (PDF file, 75KB) if you'd like help getting started.

Student board game example

Student game example with start and finish for the head and tail of the 'snake'. In its body are turns like, 'safe', 'skip a turn' and 'go back a space'.

Mini break

Wind-down – Music

explore

Watch the videos and join in.

Hint! The lyrics are below the videos if you need them.

One Song (Lyric Video)

Duration: 3:34

One Song (Auslan Translation)

Duration: 3:35

Lyrics (select arrow)

ONE SONG

Music: Count Us In 2018 Program

Song: S. Chesworth, J. Clarke, J. Foreman, E. Jones, A. Keenan, H. Law, R. Law

[Verse 1]

Let's all come together

Shake off the rainy weather

When life tries to get you down, get you down

One song can turn it all around


[Pre-Chrous 1]

Come along with me

Come along with me


[Chorus]

We are united

No point in trying

To fight it

United, we stand higher

We come together

It's sounding better

United, united

We stand higher



[Verse 2]

Your hands make the rhythm

Your feet dancing with them

Our voices are ringing out, ringing out

Our song, keep it playing loud


[Pre-Chorus 2]

Sing along with me

Sing along with me


[Chorus]

We are united

No point in trying

To fight it

United, we stand higher


We come together

It's sounding better

United, united

We stand higher


[Post-Chorus]

All we need is one song, one song

All we need is one song, one song

All we need is one song, one song

All we need is one song, one song


[Bridge]

You may be small but you can change it all

Just one word can be heard

Branches on a tree

Raindrops to the sea


[Chorus]

We are united

No point in trying

To fight it

United, we stand higher


We come together

It's sounding better

United, united

We stand higher


[Chorus]

We are united

No point in trying

To fight it

United, we stand higher


We come together

It's sounding better

United, united

We stand higher


[Post-Chorus]

All we need is one song, one song

(We are united)

All we need is one song, one song

(Yeeeaaaahhhhh)

All we need is one song, one song

All we need is one song, one song


[Outro]

All we need is one song


Well done completing today's learning activities!

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