Day 1

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Day 1

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Day 5

Welcome to Day 1 of the Turtle pack!

To complete today's activities, you will need:

pencils

a workbook or paper

scissors

counters or other small objects (optional)

paper or cardboard

sticky tape or glue

materials to make stick puppets (e.g. spoons, leaves, chopsticks)

materials to make hand puppets (e.g. socks, gloves, paper bags, spoons)

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 – Deadly Kids Doing Well

Duration: 0:55

English

Speaking and listening – Five finger retell

Watch and listen to the video.

Pay close attention to:

the characters (who)
the setting (where)
the problem (what's up?)
the events (what happens)
the ending.

'The Wall' by Miranda Public School

Duration: 3:30

This short film was created by students for the Film by... Festival.

Watch the video and then complete the activity.

Five finger retell

Duration: 3:52

Retell the story of The Wall to a friend, pet or family member.

Five finger retell

A hand with each finger labelled with character, setting, problem, events and ending.

Creating texts – Flip book

You will need:

pencils

a workbook or paper

scissors

Watch and listen to the video.

The Wall – flip book

Duration: 4:15

Watch the next video and then have a go.

What a good one looks like – Flip book story

Duration: 2:57

Create a flip book to tell the story of The Wall.

Hint! Make sure you include:

a beginning, middle and end
the characters, setting and problem
complete sentences with correct punctuation and descriptive words.

What a good one looks like

Click or swipe through the images

Spelling – -le or -al?

You will need:

pencils

a workbook or paper

Watch and listen to the video.

-le or -al?

Duration: 0:59

Select the correct spelling for the missing word.

-le or -al?

Watch the video and join in.

Spelling – potential

Duration: 3:43

Write 5 words that are spelt with -al as a suffix.
Write 3 sentences using each of these words.

Hint! Select the drop down below to help you.

'-al' as a suffix (select arrow)

tonal, autumnal, sectional, functional, magical

The autumnal leaves have tonal colours spread across the grass.
Despite the man's request to return the toaster because it was broken, the shopkeeper found the appliance to be functional.
The magical music wafts over the audience.

Mini break

Exploring our world – Animals of the week

Watch and listen to the videos.

Komodo Dragon

Duration: 5:03

Cotton Top Tamarin

Duration: 3:54

Mathematics

Warm up – Arithmagons

All tasks adapted from NRich.

You will need:

coloured pencils

a workbook or paper

Watch the video and then have a go.

Arithmagons

Duration: 2:47

Complete each arithmagon challenge.

Arithmagon task 1

3 circles arranged in a triangle shape. The first circle contains the number 5. The second circle contains the number 3. The last circle contains the number 10. In between each circle (for example 3 and 10) is an empty box.

Arithmagon task 2

3 circles arranged in a triangle shape. The first circle contains the number 8. The second circle contains the number 11. The last circle contains the number 5. In between each circle (for example 11 and 5) is an empty box.

Reveal the answer for task 1 (select arrow)

An arithmagon with 3 circles forming an equilateral triangle. In the bottom left (the first circle) is the number 5. The next circle up the top is the number 3 and the last circle on the bottom-right is the number 10. Between the 5 and 3 is the number 8. Between the 3 and 10 is the number 13. Between the 10 and 5 is the number 15.

Reveal the answer for task 2 (select arrow)

An arithmagon with 3 circles forming an equilateral triangle. In the bottom left (the first circle) is the number 8. The next circle up the top is the number 11 and the last circle on the bottom-right is the number 5. Between the 8 and 11 is the number 19. Between the 11 and 5 is the number 16. Between the 5 and 8 is the number 13.

Arithmagon task 3

3 circles arranged in a triangle shape. The first circle contains the number 9. The second circle contains the number 11. The last circle contains the number 8. In between each circle (for example 11 and 8) is an empty box.

Arithmagon task 4

3 circles arranged in a triangle shape. The first circle contains the number 9. The second circle contains the number 5. The last circle contains the number 3. In between each circle (for example 5 and 3) is an empty box.

Reveal the answer for task 3 (select arrow)

An arithmagon with 3 circles forming an equilateral triangle. In the bottom left (the first circle) is the number 9. The next circle up the top is the number 11 and the last circle on the bottom-right is the number 8. Between the 9 and 11 is the number 20. Between the 11 and 8 is the number 19. Between the 8 and 9 is the number 17.

Reveal the answer for task 4 (select arrow)

Let's explore arithmagon reverse workouts using the interactive game!

If you are given the values on the edges, can you find a way to work out what values belong at the vertices?

Hints!

There are four different challenge levels to try.
Start by selecting new numbers to test out your strategies.
Select the red 'Check' button to reveal the answer.
Hint! Select this link to visit the arithmagon reverse workout.

Arithmagon reverse workout

Adding consecutive numbers – Part 1

You will need:

pencils

a workbook or paper

counters or other small objects (optional)

Watch the video to see how numbers can be expressed as the sums, or totals, of consecutive numbers.

Summing consecutive numbers – Part 1

Duration: 1:35

Some numbers are sums (or totals) of consecutive numbers.

Can you make all the numbers to 20 this way?
Which numbers can be written in more than one way?

Can you extend this to all numbers to 30?
What conclusions can you draw?
What patterns can you see?

Support your conclusions with convincing arguments or explanations. Write these down and, if you can, explain your thinking to a friend or family member.

Example – Summing consecutive numbers

Three number sentences. 9 = 4+5 and 2+3+4, 10 = 1+2+3+4, 11 = 5+6

Would you like a tip?

Start by trying some simple cases. Start by exploring what happens when you add two or three consecutive numbers, such as:
- 1+2+3=6
- 2+3+4=9
Explain why the total has gone up by 3?
Select a number such as 12 and collect that many counters (or something at home that is easy to use as a counter, such as pasta shells), and explore how many different ways you can make 12 using consecutive numbers. For example if you collect 4 counters, then 5, then 6 will this total 12? Will starting at a different number such as 3 work?

Your challenge is to use this tip to help you solve the main task.

Want to stretch your thinking?

If you add any 3 consecutive numbers together it will always equal a multiple of 3. Is this statement true or false? Explain your thinking.
If you add any 4 consecutive numbers together it will always equal a multiple of 4. Is this statement true or false? Explain your thinking.
What patterns do you notice?

Adding consecutive numbers – Part 2

You will need:

pencils

a workbook or paper

Watch this video to discover more about adding consecutive numbers.

Summing consecutive numbers – Part 2

Duration: 2:49

There are 9 numbers that can be made by adding 3 consecutive numbers. Did you find them all?
There are 6 numbers that can be made by adding 4 consecutive numbers. Did you find them all?
There are 4 numbers that can be made by adding 5 consecutive numbers. Did you find them all?

Can you find any numbers that can be made using 6 consecutive numbers? Explain your thinking.
Can you find any numbers that can be made using 7 consecutive numbers? Explain your thinking.

Adding odd numbers

You will need:

pencils

a workbook or paper

Watch this video to discover some interesting things about adding consecutive odd numbers.

Adding odd numbers – Part 1

Duration: 3:14

Answer the following questions in your workbook:

Will we always get an odd number as an answer when we add two consecutive numbers? Why or why not?

If we keep adding consecutive odd numbers, will it always total a square number? Why or why not?

Watch this video to discover the relationship between square numbers and adding consecutive odd numbers.

Adding odd numbers – Part 2

Duration: 5:35

Mini break

Active break – 10@10

Watch the video and join in.

10@10 – Snow sports
Duration: 9:49

Creative challenge

Create a puppet show – Get inspired!

Watch and listen to the videos.

Spare Parts Puppet Theatre – Carnival of the Animals

Duration: 1:21

Erth – Dinosaur Puppets

Duration: 11:44

Creating your puppets

You will need:

coloured pencils or textas

paper or cardboard

sticky tape or glue

scissors

Select one of these options:

materials for stick puppets (e.g. spoons, chopsticks or fallen leaves)

materials for hand puppets (e.g. socks, gloves or paper bags)

Watch the video to learn about today's activity.

Create a puppet show – Part 1

Duration: 4:11

Now it's your turn!

Brainstorm ideas for puppets you could make out of objects.
Plan and create your puppets.

Hint! Make sure you ask permission before using puppet materials. An adult should help with any tricky bits.

Puppet examples

Example puppets made out of gloves, spoons, chopsticks, paper plates, cardboard and an upside down cup.

Performance time!

You will need:

pencils

paper

your puppets

Watch the next video.

Create a puppet show – Part 2

Duration: 3:36

Plan your puppet show.

What happens:

in the beginning
in the middle
at the end?

Example plan

Paper folded into thirds with a drawing for each part of the performance. First box: introduction. We meet the characters. Second box: one puppet falls down the cliff. Third box: the puppet is rescued by a bird.

Think about where you could perform your puppet show (setting).
Practise your performance.
Perform your puppet show for friends or family members.

Hint! You could also record your performance and watch it yourself.

Example – setting

Two stick puppets under a plant in a backyard.

Example – puppet show

Stick puppet on the edge of a rock in a garden.

Mini break

Wind-down – Soundwalk

Listen to the audio clip and join in.

Calming Myself – National Park Sounds

Duration: 8:14

From: ABC Kids Listen – Soundwalks - Calming Myself (National Park sounds)

Calming Myself – National Park Sounds – Transcript (select arrow)

Let's go to your favourite spot to snuggle up. A place where you feel safe. Comfy. And warm. Maybe you could curl up on the couch with some cushions. Or snuggled into your bed. Are you cozy now? Great. Because it's time to relax and go on a sound walk.

Time to visit a different part of our magnificent country. And meet some animals. Close your eyes. And as you listen. Keep them closed. What pictures do you see in your mind? When you really listen.

Today we're visiting a National Park. Do you know that bird? That was the sound of a yellow crested cockatoo. And another one. Cockatoos often fly and forage together.

If you haven't already closed your eyes. Close them now. And let's focus. On our breathing. Pretend you're sucking in air through a straw. Feel how your belly moves as you breathe in. And then slowly let the air go as you breathe out. Breathe in. And out.

There are lots of different birds in the Bush. It's almost night time. So the birds are coming in to roost. That means they are coming back to find a safe, warm place to rest for the night.

There's another bird song. A high whistling song. Listen again. That's the call of an eastern rosella. A small beautifully colored bird. Look up to the treetops. And see if you can spot a yellow, blue and green bird. With a red head and chest. Wow, there's a whole flock of them settling in for the night. Look at them all perched high in the branches of the gum tree. Their song fills the sky.

Huh? One rosella has flown down to the ground. Ah, she's found a little puddle of water. She hops into the water. The feet get wet. Then she hops out again. She likes splashing and bathing. And she uses her beak to pick out the insects floating on top. The water must feel nice on her feet. She's having a bath before bedtime. Perhaps you have a warm bath before bed to help you calm down after a busy day. Water can be a lovely way to calm yourself. She's finished bathing. Up she flies the roost with her friends. She glides so smoothly through the sky. Good night, rosella.

There are a lot of glorious sounds in this National Park. Let's breathe and listen. Let the sounds come and go. While you take some nice, deep calming breaths. Breathe in. And slowly breathe out. Let's try and make our breath smooth and easy, just like the rosella. Breathe in. And out. In and out.

The chattering birds have calmed right down now. Just as the sun has disappeared behind the treetops.

Ready for a restful night? How is your body feeling? Are your feet and legs relaxed? Do your arms and chest feel heavy? Enjoy that feeling of calm. Let your breath feel smooth and easy. Just like the rosella. Your whole body is relaxed. You are warm. And safe. And calm.

Well done completing today's learning activities!

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