Day 1
Welcome to Day 1 of the Tasmanian Devil pack!
Watch the video to help you get started.
Day 1 video
Duration: 0:56
To complete today's activities, you will need:
pencils
a workbook or paper
an audio recording device
a timer
Number visual worksheet (PDF file, 48 KB)
a ruler
English
Speaking – Impromptu speech
You will need:
pencils
a workbook or paper
an audio recording device
a timer
Watch the video to learn about impromtu speeches.
Create a 1 minute impromptu speech on the topic 'Something that I love'.
Take 5 minutes to plan your speech.
Record your 1 minute impromptu speech.
Self-assess your speech.
Hint! The criteria for self-assessing your speech is in the drop down below.
Impromptu speech
Duration: 3:48
Criteria for self-assessing your speech (select the arrow)
Self-assess your speech using the following criteria:
Did you stay on topic?
Did your speech have a introduction, a body with details and a conclusion?
Was your voice loud, clear and at a pace comfortable to listen to?
Did you use expression?
Which areas are your strengths?
Which areas could you improve?
Reading – Exploring similes
You will need:
pencils
a workbook or paper
Watch the video and join in the activities.
Hint! You can do the activities in your workbook if you don't have the activity sheets.
Exploring similes
Duration: 14:35
Writing – Similes in poetry
You will need:
pencils
a workbook or paper
Listen to the poem ‘Gold as honey’ from The School Magazine.
Gold as Honey
Duration: 0:28
Watch the video and join in the activity.
Similes in poetry
Duration: 3:13
Care and connect
Deep breathing
Listen to the audio clip and join in the activity.
Deep breathing
Duration: 0:29
WednesdayMathematics
Number – Let's talk
You will need:
pencils
a workbook or paper
Watch the video and join in the activity.
Hint! The instructions are also below if you need them.
Let's talk – part 1
Duration: 14:15
Instructions (select arrow)
What are 5 ways you can solve the problem? Remember you can use the blue (Strongman), green (Robot) or purple (Flamingo) strategies, but you also need to think of 2 more.
How could you use the strategies shared by the blue team‘s thinking (Strongman), green team‘s thinking (Robot) and purple team’s thinking (Flamingo) to solve your problem (2.3 - 1.9)?
Record your thinking.
How can you use what you know about solving 23-19 to help you solve 2.3-1.9?
Challenge!
Watch the video and join in the activity.
Let's talk – part 2
Duration: 6:08
Number – Youcubed brain crossing
You will need:
pencils
a workbook or paper
Watch the video and join in the activity.
Why is it important to estimate, visualise and draw numbers?
Watch the video and join in the activity.
After watching the video:
Use the number visuals worksheet or your workbook to demonstrate how each number visual is made up of other numbers.
How many different ways did you come up with?
Brain break
I spy!
Watch the video and join in the activity.
I spy!
Duration: 1:14
Let's keep learning!
A diverse and connected world – graphs
You will need:
pencils, crayons or textas
a workbook or paper
a ruler
Watch the video and join in the activity.
Your task:
Create a column graph to show the value of the top 10 Australian primary industry exports.
Hint! A copy of the table and an example column graph are included below.
A diverse and connected world – graphs
Duration: 9:12
When creating your column graph, remember to include:
a title
a label along the horizontal line
a label along the vertical line.
Table showing the top 10 Australian primary industry exports
Source: Australian Bureau of Statistics
Sample column graph
Sample primary industry exports column graph, © Alex Miller, 2021, reproduced and communicated with permission.
Having a look at all the primary products exports, what do you think ‘Primary Industry’ products mean?
How else could you categorise these primary food resource exports? For example, crops and livestock.
Why do you think that wool, eggs and milk are categorised together?
Which countries do you think Australia exports to? Why?
Geographers use tables and graphs to show information in a way that is easier to read, compare and interpret. Which did you find easier to read, compare and interpret: tables or graphs? Explain your answer.
Well done completing today's learning activities!
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