Day 3
Let's get started with Day 3!
Watch the video to help you get started.
Day 3 video
Duration: 0:53
To complete today's activities, you will need:
pencils
a workbook or paper
a plant
a bucket, basket or container
a rolled up pair of socks
a device to record audio and/or video
a box
English
Speaking and listening – Describing places
You will need:
pencils
a workbook or paper
Look at the picture of the treehouse.
What do you notice?
Describe how the treehouse looks.
Listen to the audio clip to learn more about adjectives and similes.
Adjectives and similes
Duration: 1:37
Week D-English-Stage and Stage 3-Treehouse instruction.m4a
Use adjectives to describe the treehouse.
Describe the treehouse using describing and opinion adjectives. You can also use similes.
Describe who you think may live in the threehouse. Think about how big they would be.
Reading and viewing – Making connections
You will need:
pencils
a workbook or paper
Watch this video or listen to the story of 'The Dog Without a Name'.
Watch the video and complete the activities.
What connections can you make with this story?
Have you ever visited a dog shelter?
Have you ever read a book to a lonely person?
Connections to text
Duration: 2:11
Reading and viewing – Actions and emotions
You will need:
pencils
a workbook or paper
Listen to this audio clip and join in the activity.
Actions and emotions
Duration: 0:39
Week D-English-Stage 2 and 3-actions and emotions.m4a
Watch the video and complete the activities.
Identify key events in the story.
Identify how you think Bella was feeling when each of these events happened.
Inferring actions and feelings
Duration: 2:19
Care and connect
Looking at leaves
You will need:
pencils
a workbook or paper
a plant
Let's look closely at a plant.
Find a plant in your house or garden.
Hint! If you don't have a plant, you can use the photo.
Look closely at the leaves of the plant and draw one leaf in your workbook.
What does the leaf look like? Is it thin or wide?
What sort of plant is it from?
What else do you notice about the leaf?
Mathematics
Number – Bumper cars
You will need:
pencils
a workbook or paper
Watch the video and join in the activities.
Hint! The instructions are also below if you need them.
ReSolve – bumper cars
Duration: 11:42
© Australian Government Department of Education, Skills and Employment 2021. Adapted from reSolve.
The rail around the outside of a bumper car ride is 50m. The length of each side is a whole number.
What is the area of the floor?
Can you find all the possible rectangles?
How will you know that you have found them all?
What is the largest area possible, whilst maintaining the rectangular shape?
Use a table (similar to the example) to help you record your thinking.
Hint! You will need to add more rows.
Example table (to start with)
Think about the information and patterns within your table. How might this look in a graph?
Have a look at the graph. What do you notice? What do you wonder?
Describe the shape of the graph. What does this tell you?
Graph using information from table
Do you think the graph would be the same shape for any set perimeter? For example, what happens if the perimeter of the bumper car ride was 60m or 20m instead of 50m?
Create a graph to test your theory. What do you notice?
Hint! You can create your graph in your workbook or create a digital graph using software, such as Microsoft Excel.
What generalisations can be made about the area of rectangles that have a set perimeter?
Challenge!
Think about other regular shapes with a perimeter of 50m. Use grid paper to calculate the area of each shape.
Which shape has the greatest area with a set perimeter of 30cm?
Number – Basketball toss
You will need:
pencils
workbook or paper
a bucket, basket or container
a rolled up pair of socks
Watch the video to learn how to play.
Hint! The instructions are also below if you need them.
Basketball toss
Duration: 1:49
Instructions (select arrow)
Mark a clear ‘starting line’ for your basketball toss.
Take 3 big steps from your starting line and place a basket, bucket or container at the end.
Stand at your starting line and throw your socks with your right hand.
Throw your socks, aiming for the basket, 10 times with your right hand.
Do the same thing 10 times with your left hand.
Try throwing backwards and with your eyes closed.
Keep a record of your baskets and graph your results in your workbook.
Watch the video to see how to set up the challenge.
Hint! Remember to keep a record of your baskets and graph your results in your workbook.
Setting up for the basketball toss challenge
Duration:0:19
Once you have finished:
What happened to your score when you used your left hand compared to your right hand?
What about when you closed your eyes?
Do you think this would change with practice?
Represent the data you collected in 2 different ways.
Write 3 questions you could ask someone about your graphs.
Challenge!
Watch the video to learn how to create a digital graph to represent your basketball toss challenge data.
Basketball toss – digital graph challenge
Duration: 7:12
Brain break
What can you feel?
Watch the video and join in the activity.
What can you feel?
Duration: 1:46
Let's keep learning!
Creative Arts – Music says it all
You will need:
a pencil
a ruler
a device to record audio and/or video
a box
Watch the video and join in the activities.
Music says it all!
Duration: 6:23
Find a special place and close your eyes. Don’t make a noise, only to listen to the sounds around you.
Think about what you hear and what those sounds represent. Are they normally there or are they something unusual?
Record some of these sounds on a device. These may just be single sounds or they may be a collection.
If you are using multiple sounds, consider how they could be arranged or organised to tell a story.
For example: "I recorded the sound of the trees blowing in the wind and then the sound of a person walking because children at our place like playing around in the trees. The children's voices are loud and high pitched because they were shouting at each other."
Improvising
Start with a steady beat and make a rhythm to go with it.
Keep the beat (steady and stays the same) on one leg and improvise the rhythm on the other (changes like the words of a song).
Once you have a steady beat there are lots of different ways to explore rhythms, including:
repeating a rhythm over and over
repeating the rhythm and adding a new part each time so it gets longer and longer
doing it forwards and backwards
using the rhythm of some words to guide you.
Use different objects to make your sounds (e.g. a ruler, pens or boxes).
Record your sounds using a recording device.
Challenge!
Think of all the places that you hear a steady beat and try to improvise some rhythms to play along with that beat (e.g. the indicator in a car, the ticking of a clock).
Graphically notate your favourite rhythm so that you can remember it later or share it with others.
Listen to some other samples of program music that tells a story, such as:
‘In the Hall of the Mountain King’ by Grieg
‘Night on Bald Mountain’ by Mussorgsky
‘Peter and the Wolf’ by Prokofiev.
Well done completing today's learning activities!
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