Day 4

Welcome back to Day 4!

Watch the video to help you get started.

Day 4 video

Duration: 0:51

To complete today's activities, you will need:

pencils

a workbook or paper

a measuring tool (e.g. a tape measure)

a recording sheet (PDF file, 100 KB)

English

Vocabulary – Key words

You will need:

pencils

a workbook or paper

Watch the video and join in the activities.

View the two images of drought and rain in the video.

For each image, brainstorm 10 words that relate to that image.

Narrow the 10 key words down to just 5 key words.

Select the one key word that best summarises each image.

Key words

Duration: 4:35

Reading and viewing – Adjectives, alliteration and onomatopoeia

You will need:

pencils

a workbook or paper

Read the story 'The Rain Frog's Song' by Wendy McKay-Taylor from The School Magazine.

'The Rain Frog's Song' by Wendy McKay-Taylor – The School Magazine

Watch the video and join in the activity.

Identify 10 adjectives from the text.

Identify 3 examples of onomatopoeia from the text.

Identify 2 examples of alliteration from the text.

Why has the author used adjectives, alliteration and onomatopoeia?

Adjectives, alliteration and onomatopoeia

Duration: 4:32

Writing – Last paragraph

You will need:

pencils

a workbook or paper

Watch the video and join in the activity.

The story ends with Maggie and her mother embracing. Imagine there is another paragraph to the text.

Write the last paragraph about the rain.

What does the pond, garden, chimney and grass now look like?

Hint! Use the senses to describe these nouns.

Last paragraph

Duration: 1:46

Care and connect

Clever colours

Watch the video and join in the activity.

Clever colours
Duration: 1:00

Mathematics

Length – Jump! How far?

You will need:

pencils

a workbook or paper

a measuring tool (e.g. a tape measure)

a recording sheet (PDF file, 100 KB)

Watch the video and join in the activity.

Hint! The instructions are also below if you need them.

Jump! – How far?
Duration: 7:42

Part 1: Estimate

Estimate the length of 1 metre.
Compare your estimate with a measuring tool.

Estimate 1: Estimate how far you think you will be able to jump using the following jumping techniques:
- two feet together
- one-foot leap from standing
- one-foot leap with a small run up.
Record your answers in the first column of your estimation table.

Estimation table – how far do you think you will jump?

Table for recording estimations - one row for each jump type.

Estimate 2: Have a practice jump (but don't measure it!) and refine your estimate. Record this in the second column of your table.

Estimate 3 (optional): Have a discussion about your estimates with a friend or family member. Refine your estimate if you need to.

Part 2: Investigate

Mark a clear starting line for your jump.
Make 3 attempts for each type of jump.
Measure and record your results in the second table of your worksheet for each jump. Measurements need to be in metres and centimetres. For example, 37cm or 1m and 16cm.

Note: Jumps should be measured from the starting line to the back of your foot (just like in long jump).

Hint! Hold a small item (such as a piece of string) as you jump, then place it on the floor behind your foot so you know where you landed. This will help you measure more accurately.

Investigation table – recording your jumps

Table for recording results, one row for each jump type.

Part 3: Reflect

Record your longest measurement for each type of jump.
What is the difference between your shortest and longest jump?

Part 4: Analyse data

A class completed the '2 feet together' jump and graphed their results.

Take a close look at the graph.

What is the difference between the shortest and longest jump in each category?
What is the difference between the shortest and longest jump across all categories?

Class data – 2 feet together jump

Category 1 is 10-19cm (12cm and 17cm). Category 2 is 20-29cm (27cm, 21cm, 23cm). Category 3 is 30-39cm (35cm, 39cm, 35cm, 32cm). Category 4 is 40-49cm (48cm, 43cm). Category 5 is 50-59cm (53cm).

Length – Jump! What if?

You will need:

pencils

a workbook or paper

a measuring tool (e.g. a tape measure)

Watch the video and join in the activity.

Hint! The instructions are also below if you need them.

Jump! – What if?
Duration: 6:21

Let's see how high you could jump if you were an animal!

Hint! You will need to measure and know your height for this activity.

A kangaroo can jump about 4 times its height (2m).

How far can the kangaroo jump?
How far could you jump if you were a kangaroo?
Hint! It's 4 x your height.

A frog can jump about 30 times its body length (15cm).

How far can the frog jump?
How far could you jump if you were a frog?

Hint! It's 30 x your height.

A grasshopper can jump about 20 times its body length (6cm).

How far can the grasshopper jump?
How far could you jump if you were a grasshopper?
Hint! It's 20 x your height.

A flea can jump about 200 times its body length (2cm).

How far can the flea jump?
How far could you jump if you were a flea?
Hint! It's 200 x your height.

What tools did you use to measure your jumps?
What would be the best tool to use to measure how far you could jump if you were:
- a kangaroo?
- a frog?
- a grasshopper?
- a flea?
How do the tools you would use differ? Why would you use different tools? Would some tools produce more accurate measurements?
What do you think about the statement ‘The smaller the distance, the more accurate you tend to be’?

Challenge!

If your original jumps were more than 1, 2 or 3 times your own height, what sort of animal might they be? Explain your reasoning.

Brain break

Action switch

Watch the video and join in the activity.

Action switch
Duration: 1:43

Let's keep learning!

Taronga Zoo – Echidnas

You will need:

pencils

a workbook or paper

Watch the video to learn about Echidnas with a Zoo Education Officer from Taronga Zoo.

Echidnas
Duration: 10:00

Make a list of some of the adaptations that were mentioned in the video.
Write how these adaptations help to support the survival of echidnas.
Identify what some of their biggest threats are.

Write an imaginative text about echidnas. Use the information from the video, including what you know about their adaptations and their threats.
Consider the point of view you are writing from. Some example point of views include:
- You might like to tell your story as if you are an echidna.
- You might like to tell your story from the view of a hungry predator searching for a meal.
- You might like to tell your story from the view of a human who has just discovered this bizarre creature!
- You might have another creative idea!

Use the table below to help you to plan your narrative

A table comprising 3 columns and 4 rows. The headings for each column are: Act, Character and Events. The 3 cells beneath the Act heading contain 1) Introduction, 2) Complications, 3) Conclusion. The 3 cells beneath the Characters heading contain 1) Who are the characters? How are they introduced?, 2) What problems do they face? How do they develop?, 3) How do the characters attempt to resolve their situation? What, if anything, do they learn about themselves? The 3 cells beneath the Events heading contain 1) What happens? Where does it happen?, 2) What occurs to challenge the characters?, 3) What steps are taken to resolve the challenge?

Challenge!

Construct a poem from the point of view of the echidna or predatory animal.

Well done completing today's learning activities!

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