Day 3

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Welcome to Day 3 of the Otter pack!

To complete today's activities, you will need:

pencils

a workbook or paper

various equipment for mini Olympics

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

look

listen

speak

write

explore

reflect

Acknowledgement of Country

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 – Macdonald Valley Public School

Duration: 1:23

English

Vocabulary – Integral

Watch and listen to the video.

Vocabulary – integral
Duration: 2:24

Word investigation – essential

Drag and drop the correct information into the word investigation chart.

Hint! Select the blue 'Check' button to see if you are correct.

Reading – One Small Island

Watch and listen to the video.

'One Small Island' by Alison Lester and Coral Tulloch
Duration: 9:04

Watch the video and then have a go.

One Small Island – think aloud and PEEL
Duration: 5:38

Use the PEEL structure to create one argument for the topic you are passionate about.

Hint! Select the blue 'Copy' button to copy to text into another document.

PEEL – Point, Explain, Example and Link

Example of what a good PEEL looks like (select the arrow)

Example of a PEEL structure

Heading PEEL = The Swomee-Swan There is a two column table with four rows. The four rows are labelled point, evidence, explanation, link. Each row has the following text: Point - It is quite obvious that the horrible smog and smoke produce by the Thnead factory is greatly impacting the Swomee-Swans. Evidence - This is illustrated by the fact that the Swomee-Swans no longer sing and they have fallen critically ill from the poisonous smoke and smog that the factory creates. Explanation - Because of the air pollution that the disastrous factory generates, the Swomee-Swans must flee their homes to find a place where they can breathe and sweetly sing again. Link - It is clear that the Thnead factory must stop the destruction of the environment if the native animals are to survive. In the bottom right hand corner is an image of a sick bird-like creature.

Writing – The four types of sentences

You will need:

pencils

paper

Watch the video and complete the activity.

The four types of sentences

Duration: 1:05

Read the sentences and select the type of sentence it is.

Hint! Select the blue 'Check' button to see if you are correct.

One Small Island – types of sentences

Watch the video and complete the activity.

Writing persuasive starts
Duration: 3:22

Using a topic that you are passionate about, write the four different types of sentences to grab your audience's attention. Remember to write a:

statement
question
exclamation
command.

Mini break

Exploring our world – virtual excursion

Watch and listen to the video.

Mission Biosecurity – Best beekeeping

Duration: 1:41

Mathematics

Warm up – Pizza toppings

You will need:

pencils

a workbook or paper

A pizza shop offers customers a choice of 2 different types of pizza crust:

thick crust
thin crust.

It also offers 3 different toppings:

pepperoni
cheese
mushroom.

Representing pizza options – 1

A two way table with the options of thick crust and thick crust across the top and pepperoni, cheese and mushrooms down the side. A tree diagram showing the 2 types of crust and the 3 different topping options.

Representing pizza option – 2

The pictures above show 2 ways of representing some of the pizza options.

How are they the same?
How are they different?

Remarkable Animals – Part 1

You will need:

pencils

a workbook or paper

ReSolve animal cards
(PDF file, 671KB) (optional)

Watch the video and then complete the activity.

This book has been made using 10 different animals (real and imagined), with each animal cut into three parts (a head, body and tail).

Remarkable Animals – By Tony Meeuwissen

Duration: 1:21

Let’s create some remarkable animals!

Select the ‘Create an animal’ button to randomly generate a remarkable animal.

Hint! Each time you click the tile a new remarkable animal will be created.

Which is your favourite and why? Share or write your answer.

Hint! Select this link to visit the animal chance machine.

Chance machine

Adapted from reSolve Maths

Check out these animals!

How many different animals do you think could be made using this book?
How might you work it out?
Each animal is created by combining a head, body and tail. To name them you combine the letters under each of the body parts. To solve a problem like this, it is helpful to think about solving a simpler problem.

Kook_aty_rra and Pl_abu_pus

2 imaginary animals divided into 3: Animal 1- kookaburra head, platypus body and kookaburra tail. It is labeled kookatyrra Animal 2 - platypus head, kookaburra body and platypus tail. It is labeled plabupus

Remarkable Animals – Part 2

Let’s start with just two animals!

Drag and drop the different body parts to create your own remarkable animal.

Choose a head, body and tail for your animal and drag them into position.
Write down the name of your animal.
Select the blue ‘Check’ button and then select ‘Retry’ to create another animal combination.

Create your own remarkable animal!

Adapted from reSolve Maths

How many remarkable animals could you create with the two animals above (crocodile and kookaburra)?
How will you know when you have found all of the possible combinations?
Each time you create an animal, make sure you write down its name.

Hint! You can print the reSolve animal cards (PDF file, 671KB) if you would like a paper copy.

Watch this video to think about some ways to solve this task.

Remarkable animals

Duration: 2:06

Remarkable Animals – Part 3

You will need:

pencils

a workbook or paper

How can you use some of these ways of organising your thinking to work out all of the possible combinations of remarkable animals could you create with three animals?
How will you know when you have found all of the possible combinations?
Is there a pattern that you are beginning to notice?
How could you use this pattern to predict all of the possible number combinations without having to make them all?

A crocodile divided into 3: head, body and tail. Each part is labeled – cr/oco/dile

An echidna divided into 3: head, body and tail. Each part is labeled – ech/i/dna

A kookaburra divided into 3: head, body and tail. Each part is labeled – kook/abu/rra

Watch this video to discover how to solve these problems more efficiently using multiplicative thinking.

What is 'for each?'

Duration: 4:04

Adapted from reSolve Maths

How many combinations would be possible with 2 heads, 3 bodies and 4 tails?
How can you prove that you are correct?
What are all the possible combinations using only the shark head, but all 10 animal bodies and 10 animal tails?
How can you prove that you are correct?

Animals broken down by groups of letters. First is platypus with pl-aty-pus. Next is shark with sh-a-rk. Kangaroo with k-anga-roo. Possum with p-ossu-m. Crocodile with cr-oco-dile. Kookaburra with kook-abu-rra. Echidna with ech-i-dna. Dingo with d-in-go. Murray cod with murr-ay-cod. Lastly, bilby with b-il-by.

Adapted from reSolve Maths

Want to stretch your thinking?

How many combinations would be possible with 10 heads, 9 bodies and 8 tails?
How many heads, bodies and tails would be needed to make:
- 60 to 70 different combinations?
- 100 to 150 different combinations?