Dear Parents/ Caregivers,

Welcome to learning at home for Week 9 Term 3. Remember our learning at home tasks give you the flexibility to plan these into your day around other commitments.

This Week’s Story Time

This week our spotlight story is Macca the Backpacker- Read by Mrs Wells

Special activity: Become a magician!

Abracadabra! Take a look at Mr Seth performing an amazing magic trick. See if you can teach yourself how to do the magic trick, make sure you practise, then you can share it with the people in your bubble!

Special activity: Become a fitness pro!

Take a look at Miss Findlay’s fitness video. See if you can follow along with all the exercise moves to get your heart rate up!

Reading

This week for reading, there is a book to read each day. Each book also has some follow up activities for you to complete.

There are also some skill activities for you to do. This week the skills focus on making the long ‘o’ sound, learning what homophones are, a poem activity and lastly some comprehension practice when reading non-fiction texts.

Reminder: Online resources available

Wheelers: When you follow this link https://puhinui.eplatform.co/ you will find access to a range of eBooks and audiobooks.

To sign into this digital library you will need to enter a username, which is the students first name and last name without spaces, with a full stop in between (e.g. Mary.Smith).

Password: library1

Sunshine Online provides access to a range of readers for junior children. To access Sunshine Online for digital readers please visit http://www.sunshineonline.com.au/

In the top right corner of this website, select the red login button and in the dropdown select the option ‘Student Login’

User name: Puhinui

Password: Books2015

Books & Activities

Decodable text- Ready to Read

Click on the link to hear the book being read Swim Day

Click the link to read the book two times.

You can click on the ‘play’ button beside the story to hear it being read and you can also click on the TEXT (brown button) to download the story and read it yourself

Activities

Today’s sound has two letters that together make one sound.

The sound looks like this ‘ee’

Watch this video to sing and hear some words with ee

Can you write some words that rhyme with these ee words from the book?

Need _______________ ________________ ________________

Screen _______________ ________________ ________________

Lee _______________ ________________ ________________

Questions

Who went swimming?
What is the teacher’s name?
The children in this story go to kura. Use clues from the story to work out what this Maori word means.
Why did they have to start the race again?
Have a think about a race you have been in (it could be swimming, running, or any other kind of race). Did you come first? How did you feel?

Draw a picture of how Nat feels after the race.

Need something else to do?

Make a sports day for the people in your bubble. Think about the kinds of races you could have together. Make sure everyone knows all the rules before you start

Swimming puppet craft

Use a pair of scissors to cut a slit in a paper plate like this

Use coloured paper, crayons or felt-tips to make a swimming pool

Make some swimmers and use glue or tape to stick them to popsicle sticks, or draw people onto the popsicle sticks

Use your popsicle sticks and your swimming pool to act out the story.

Ready to Read: Crow tales

Click the link to read the book two times.

You can click on the ‘play’ button beside the story to hear it being read and you can also click on the TEXT (brown button) to download the story and read it yourself.

Once you have read the book, complete the following activities.

Activites:

Comprehension questions: Answer the following questions using full sentences

Why was the first crow silly?

_____________________________________________________________________________

What did the second crow do that was clever?

_____________________________________________________________________________

Problem solver: Tell me about a time that you were clever like the second crow and had to solve a problem.

Problem: _____________________________________________________________

How you solved the problem: _____________________________________________

_____________________________________________________________________________

Draw a picture to help describe the problem and the solution:

Opposites: Write opposites for these words

Silly _____________ Empty _____________

Ran _____________ Down ____________

Rhyming fun: The word crow has the long o sound made with the letters ‘ow’. Crow rhymes with low, can you think of more rhyming words. Write them down.

________________ ________________ ________________ ________________

Draw a picture of the fox tricking the crow

Sunshine Online Learning Space 2

Ants, Ants, Ants

Read the book two times or have someone read the book to you

Activities

Watch the ants video on Sunshine Online

Complete the follow up quiz

Comprehension Questions: Remember to record your answers in full sentence

Name three different types of ants.

________________________________________________________________________

Where can ants be found?

________________________________________________________________________

What do ants like to eat?

________________________________________________________________________

What do leaf-cutter ants do?

________________________________________________________________________

Do you like ants? Why/why not?

________________________________________________________________________

Draw a picture of an ants nest (see the example below). Refer to page 11 in the book if you need to. Make sure the nest has different kinds of ants. Label the ants. Some words have been listed below for you to use

Rhyming word practice

Reminder- a rhyming word has the same sound at the end like hook, took

Make a list of words that rhyme with the word ant

___________ ____________ _____________ ___________

Ready to Read-

Taonga

Click the link to read the book two times.

You can click on the ‘play’ button beside the story to hear it being read and you can also click on the TEXT (brown button) to download the story and read it yourself.

Tip: Listen to the audio before reading to hear the pronunciation of Maori words.

Activities

Retell

Use this story map to retell the main ideas in the story

Comprehension questions

Remember to record your answers in a full sentence with a capital letter and a full stop.

Why might Nan be learning to use her new phone?
Why was the pounamu special to Nan?
What does taonga mean?
Why was the photo Mahi’s taonga?
What makes your grandparents special to you?

Task:

Think about what your taonga is.

Is it a blanket or a toy you were given when you were born? Is it a family member? Is it a special pen that has lots of meaning to you?

Draw a picture and write about what it is and why it is so special to you. See an example below:

I (Miss Findlay) have a taonga, it is a doll named Dolly that was given to me when I was born by my Nana. Everywhere I went, Dolly came with me, even to the zoo!

The Stars (Level 19) - Sunshine Online

Log into Sunshine Online and search under ‘Learning Space 3’ for The Stars.

Read the story to yourself or to someone else.

Focus: vocabulary, questions, make a space creation

Activities:

Complete the following activity on Sunshine Online

Answer the following questions: Write your answers or tell your answers to an adult

What are large stars called?

What are small stars called?

What is the sun made of?

What happens to some stars at the end of their lives?

What are large groups of stars called?

A galaxy is a collection of three things. What are they?

What do people use to look into space?

What is the telescope called that is high above the Earth?

Galaxies are different shapes. Can you name four shapes that a galaxy can be?

On page 16 is an Index. What could you use an Index for?

On page 16 is a Glossary. Write down or say what a nebula is and what a star is?

Challenge: Make your own space creation.

On this website 23 Out of this World Space Activities for Kids there’s lots of ideas so give one a go

You could try these Oreo Cookie Moon Phases. Then at the end you could eat your moons - YUM!!!!

Or Make Marshmallow Constellations

Or even Design a Space Lander

Skills practice

Long vowel- o (oa, o, ow, o-e)

Watch this video to practise some of the different spelling of the long o sound

Focus: o-e

Use your magic e wand to turn these short o words into long o words.

rob → robe
glob
bon
hom
con
not
rod
hop

Focus: ow

Write some more ‘ow’ words

bow glow _____________ _____________

_____________ _____________ _____________ _____________

Focus: oa

Finish the poem by writing the oa sound in the spaces

Revision: Sort these long o words

Poem- Twin town

Focus- tw blend

What is a blend?

A blend is two consonants that come together and they both keep their sounds. For example, think about the sl in the word slide. You can clearly hear the sound of the s and the sound of the l in the word slide.

Read the poem two times

Make a list of words which begin with the blend -tw
How many words did you find? Can use use some of your tw words to create a silly sentence

For example- Twin kangaroos have twelve eyes for twirling.

Have a go at explaining the meaning of the words below, record your answers in a full sentence. Next, get an adult to check.

Twisting = _______________________________________________________
Twins = _______________________________________________________
Twigs = _______________________________________________________
Twirling = _______________________________________________________
Twice = _______________________________________________________

Can you think of some other words that begin with the blend- tw. Make a list and read it to a family member.

____________________ ____________________

Homophones

Homophones are words that sound the same but have different spelling and a different meaning.

Watch this short video that explains homophones Homophones for Kids - Same Sound - Different Spelling and Meaning

Read each pair of words on the left.

See how they sound the same when we say them but they’re spelt differently and they have different meanings.

Below are sentences where you have to choose which homophone fits each sentence. Read each sentence and choose the right word. You can either print the worksheet and write your word on the line or you can write down the whole sentence and fill in the correct word.

Here’s some help for the first one. I have put all three homophones into a sentence so you can decide which word goes into your sentence.

Two, two = “I have two toys and two books.”

To, to = “We go to the shop every week to buy some milk.”

Too = “My sister went to Rainbows End and I went too.”

If you’re not sure what some of the words mean, ask an adult.

Challenge:

See if you can write a sentence for three pairs of homonyms at the very top of this activity. I’ll show you mine:

I chose the pair of homonyms - blew blue I blew up a blue balloon.

Now I’ll choose - see sea We went to see the sea at the beach.

Non-Fiction Comprehension Skills Activity

Read the text about dolphins twice

Comprehension questions: Answer the following questions by picking the correct statement

Why do dolphins have two fins on the side and one on the back? Choose one.

to help them to jump out the water
so they can swim on their back
to help them to swim fast

Why do dolphins have fat under the skin? Choose one.

to keep them warm
to make them bigger
to help them swim down

What is the name of the nostril on the top of their head? Choose one.

horn hole
blowhole
spray hole

What do dolphins eat? Choose one.

plants
toast
fish

What is it called when dolphins jump out of the water and flip over to land on their back, belly or side? Choose one.

breach
splash
spin

Label the parts of a dolphin: Draw a picture of a dolphin and use the following words to label the different parts

Blend ‘ph’: The blend ‘ph’ makes a ‘f’ sound. The word dolphin has this blend in it. Can you think of other words that have the ‘ph’ blend?

_________________ _________________ _________________ _________________

Writing

When writing your stories don’t forget what good writers do…

The Rascally Cake with Mr Gadd

Watch this video of Mr Gadd- The Rascally Cake

Think of time- you ate something that you didn’t like

Thinking questions

What was the name of the dish?
Why did you not like it?

Time to design your own recipe for something that is going to taste gross. You have to use your imagination for this as you do not want the food to taste good.

Think about the title of your recipe as it’s going to inform your reader what they are going to be making

See example title

The Best Banana Bread in Manukau

You will need to make a plan your recipe (see the example below)

Reminder- when planning for writing, only record keywords. Remember keywords give us important information to form our ideas

Time to write your recipe. Remember when writing your recipe, your reader is going to need step by step instructions so make sure you add all relevant details. Begin your recipe with an opening sentence to engage the reader.

Here is an example of a recipe using the above plan:

The Best Banana Bread in Manukau

Do you want to learn how to make the best banana bread? If yes, look no further! Follow my recipe carefully to make the best banana bread ever.

Carefully peel three rotten bananas using your smelly feet and mash the bananas on the floor by jumping on them.
Get two slices of mouldy bread and lick it with your mouth so the bread is wet and broken in small pieces.

Once you have finished your recipe, read it back to yourself and check your punctuation.

Challenge

Add your personal response at the end of your recipe. Explain whether you would follow the recipe in real life. Why/why not?

Read it to a family member and ask them if they would follow your recipe? Why/why not? Record their response at the end of your recipe.

Bush walk

Imagine you are walking through the bush, what are some exciting things you might see? Beautiful birds, amazing trees and flowers. What might you smell? Fresh air, sweet flowers. How could you feel? Tired from walking, excited to see new animals.

Draw a picture of your pretend bush walk and then write a story. Describe what you could see and smell, and how you would feel.

Make sure you read your story back and edit your writing when you need to.

Challenge: Use lots of describing words, for example, large, sharp, colourful, tiny

My favourite toy

What would you do if your favourite toy came to life?

Think about all the toys you have, what is your favourite toy and what you would do with your favourite toy if it came alive.

Would you take it for a walk? Would you go for a swim with it? What games would you play together? Can you think of something else you would do with it?

To plan for your story, draw a picture of yourself with your favourite toy.

Now you are ready to write. Make sure you are checking for capital letters and full stops.

A time when I was brave

Think about a time you were brave and how it felt.

You might have been brave when you had to sleep with the lights off. You might have been brave when you were learning how to ride a scooter. You were brave on your first day of school or you might have been brave another time.

Think of a few ideas and choose your favourite one to write about.

Draw a picture of the time when you were brave and write a story about it.

Don’t forget to read your story back to yourself and edit your work.

Zoo - Anthony Browne

This man pictured here is the dad from the story Zoo by Anthony Browne. To listen to the story to hear more about this dad watch this video.

Your task is to describe the dad from the story, using similes to add detail to the character description.

A simile is saying something is like something else and is used to compare things. For example, saying “A car is as big as an elephant”, or “Jacky runs fast like a cheetah”.

So Instead of saying “Dad has big nostrils”, you can compare his nostrils to something else, for example, “Dad’s nostrils flared open like two train tunnels”. This makes the description sound more interesting!

Make a plan before writing. Draw the dad from the book and write some key describing words.

Challenge

Can you add ‘Wow’ words to the character description. ‘Wow’ words are more interesting words to use, for example if I was talking about Dad's eyes I might say “His squinted eyes peered down at me in anger” instead of just saying “His eyes looked down at me”.

Zoo - Anthony Browne

Watch this video of Zoo being read aloud again.

On the last page of the book, Mum says, “I don’t think the zoo really is for animals. I think it’s for people.”

Do you think animals belong in the zoo? Or do you think they belong in the wild?

Write a story telling the reader why animals should or should not be kept in zoos. Try to have 3 reasons why you think animals should or should not be kept in a zoo.

Plan your story using this table

Challenge

Can you interview your family members and ask them what they think? If they disagree with you, can you try to persuade them to change their mind through your writing?

maths

Reminder: Online resource available

Matific: Follow this link https://www.matific.com/nz/en-nz/home/ and access the website by using the login your teacher gave you.

Measurement focus: WEIGHT

This week, our maths activities are all about measurement. In particular, we will be focusing on measuring weight. There is a different activity for you to complete each day.

Heaviest to lightest- basic comparison

Watch this video of Miss Findlay showing you how to compare and order the weight of objects.

Problem: The three bears are going on a picnic. They each have a picnic basket. Daddy bear can hold the heaviest things, Mummy bear can hold the next heaviest and baby bear can hold the lightest. But they can only take one item from each colour so that it is fair.

Here are the items the bears need to take. Can you tell me which one each bear can carry? If you have any of these at home, pick them up in your hands just like Miss Findlay did to see which is the heaviest, which is the next heaviest and which is the lightest.

Tick the box for the object they can carry.

Challenge

Looking at the pictures below, can you order from lightest to heaviest? Number 1 will be the lightest and Number 4 will be the heaviest. You don’t know the weights of each of these objects, but imagine you are picking them up in your hands and imagine what you think might feel heavier.

How to make a balancing scale

Watch this video of Miss Dreadon to learn how to make your own balancing scale.

Here is a picture of mine, and one made in a slightly different way.

Once you have made your balancing scale, practise using the balancing scale to find out which objects are heavier or lighter than others. Watch this video to see Miss Dreadon comparing the weight of different objects using a balancing scale.

Problem: My family is going on a picnic and have lots of things to carry. To make sure it’s fair, we need to give the heaviest things to the biggest people, and the lightest things to the littlest people. But we don’t know how heavy anything is!

Can you measure the things for our picnic using your balance scale?

Remember, whatever you use to measure needs to be all exactly the same. You could use lego men, stones from your driveway, coins (all the same e.g. all 10c coins) skittles/m&ms, little toy cars (all the same brand), lego bricks (all the same size), paperclips or anything else you can find.

To learn how to use your balancing scale to measure the weight of different objects, watch Miss Dreadon use non-standard units to measure.

For example:

Think about these questions:

Which object is the heaviest?
Which object is the lightest?

Can you draw which item each person should carry on top of this picture?

Which object would you like to carry? Why?

Measuring weight using non-standard units of measurement

For this activity you are going to need the balancing scale which you have created from the previous activity, you will also need non-standard units for measurement. This can be anything around the house such as paper clips, safety pins, pegs, popsicle sticks (you must ensure that your non-standard units are identical- same size, same length and you use a set number for measuring weight).

To learn how to use your balancing scale to measure the weight of different objects, watch Miss Dreadon use non-standard units to measure

Problem- The bears are going on a picnic. They need your help with sorting fruits and snacks so they can carry only essential food in their basket. Can you sort fruits and snacks into heavy, light and equal categories to help them make a decision about what to take.

Below are some items which the bears could take to their picnic (if you don’t have some of these items, you can choose other snacks for the bears to take). Can you use your scale to help the bears sort heavy, light and items that weigh the same (equal) as your non-standard units.

Once you have measured the items, sort your items into a table heavy, light or equal, you can use the table below. You will need to refer to your table above also so you can look at the non-standard units.

Once you have weighed your chosen objects, have a go at explaining your results which items are heavy, light or equal. You could write a letter to the bears suggesting which foods they should take to the picnic and why.

Challenge Activity

Using a digital scale to measure weight

Do you have a digital scale at home? If you do, you can try the following activities. This is what a digital scale can look like:

How to measure weight on a scale:

The ‘gram’ is the basic unit of measurement for weight that we use.

For example:

A plastic cup weighs about 25 grams.

A piece of paper weighs about 4 grams.

A pencil weighs about 3 grams.

A mug weighs about 350 grams.

Activities:

Predicting the heaviest and lightest item:

Choose three items from your home that you can weigh on your scale.

I’m choosing: a spoon, a plate and a plastic container.

I predict that the plate will be the heaviest and the spoon will be the lightest.

Now I’m going to weigh each item and write down how much each one weighs. Then I can see if my prediction was correct. Like this:

Was my prediction correct?

Now you try with three items in your home like I did.

Were you correct about the heaviest and lightest?

Predicting weight in grams:

Now do the same as the above but make a prediction about how many grams each item will weigh and write it down. Then after you’ve predicted the weight of each item, weigh each one and see how close your prediction was. Like this:

My prediction for the book was close but my predictions for the toy and TV remote were not very close.

Now you try. How were your predictions? Were they close to the actual weight of the item or were some items a lot heavier or lighter than you predicted?

Challenge: Two different predictions.

Choose some more items from your home and get two predictions of weight for each item.

So ask an adult what they think one of the items will weigh and what do you think it will weigh? Write down each prediction and then weigh the item. Like this:

Banana. I think: 90 grams. My husband thinks: 110 grams. The banana weighs: 136 grams.

My husband’s prediction was closer than mine!!

Now you try. Whose prediction was the closest?

Telling the Time

Focus - Finding quarter to and quarter past using an analog clock

If you haven’t done work around telling the time from last week, it’s a good idea to do those activities before you begin these activities.

For these activities you can use the clock you made last week or you can draw a clock with time arrows/hands. Either draw a circle or trace around something round (like a mug or a small plate) and write the numbers 1 to 12 around the circle like this clock.

How to tell the time - quarter past and quarter to

There are two hands on an analog clock. One hand is long and one hand is short. The shorter hand is called the “hour” hand and the longer hand is called the “minute” hand.

Problem: During our picnic we’ve got lots of exciting things to do and delicious food to eat. I don’t want to miss anything, so I am going to put together a schedule with different times to make sure we have enough time for everything.

Can you use your new knowledge about finding quarter to and quarter past on an analog clock to help me? Fill out the blank spaces in the table below. For the time of some events, you will have to draw the time on some clocks and for other events you will have to write the time in words.

Picnic schedule

Challenge: Create your own picnic schedule. You can decide what you want to do at your picnic and what time you want those activities.

How to tell the time - using a Digital clock

An analog clock is one type of clock, the other type of clock we commonly see is a digital clock. You might see the digital time on your microwave, in your car, or on a phone. Here are some examples:

The number before the : on the digital clock shows the hour and the numbers after the : show the minutes. Have a look at the clock below, the time is 15 minutes past 2 o’clock

Your turn, see if you can say how many minutes past the hour these digital clocks show. Fill out the gaps in the table below

Now see if you can draw the time on the digital clock, fill out the table below

science

Wow experiment- Orange fizzy

Video: Watch Miss Tailby’s video on the orange fizzy experiment.

You will need:

1 Orange
Teaspoon
Baking soda
Plate

Instructions

Get an orange and with the help of an adult cut it up into small pieces, small enough so it will fit in your mouth.
Next, you will need to get a teaspoon of baking soda and put it on a plate.
Take one piece of orange and carefully dip it into the baking soda.
Take a bite!

The science behind it

The orange is an acid and the baking soda is a base. When they mix together it causes a chemical reaction. Carbon dioxide gas is released and that is what makes the fizzing happen.

Make it an investigation:

Can you investigate if the reaction still happens with other fruit?

Try it with any fruit you have in your house; maybe a banana, an apple, a lemon or a grape.

Think about these questions:

Does the same reaction still happen?
What fruit fizzed the most?
Why do you think that fruit fizzed more than the other?

Volcanoes

Video: Watch this exciting video about volcanoes, think about the information you already know about volcanoes and the new information you have learnt from watching the video. Did you hear the following words in the video and do you remember what they are?

Here are two other videos you can watch about volcanoes:

Volcano Facts: Here is some information about volcanoes. Read the facts and see if you can answer the following questions to show your understanding.

Important vocabulary:

Questions:

What is a volcano?
Where is magma found?
What is lava?
Where are most volcanoes located?
What is the difference between an active and a dormant volcano?

Parts of a volcano: Here are labeled diagrams of volcanoes. Can you draw and label your own volcano? If you have colouring pencils or crayons at home, colour it as well.

Science experiment: Here is an experiment you can do at home using basic ingredients to show how a volcano erupts.

5 senses- sight, smell, touch, hearing, taste

We have five senses that our bodies use to help us understand the world

Click this link to hear a story about using your senses.

The boy in the story plays a game to work out how many senses he is using at once.

He says when he looks at the stars he is using one sense - sight

But when he plays with his puppy, he uses four senses - sight, touch, smell and hearing.

Here are activities for you to do that will help you use all 5 of your senses.

Making popcorn

You will need

Popping corn
Pot
Oil

Follow the instructions on the popcorn packet to make some yummy popcorn for your bubble. Ask a grown up or big kid to help you.

Before the popcorn is popped, use your sense of taste, touch, smell and sight to describe it
While the popcorn is popping, use your sense of smell, sight and hearing to describe it
After the popcorn has been made, use your sense of taste, touch, smell and sight to describe it.

Write you words on this activity sheet, or a piece of paper

Go for a walk and describe what happened using your five senses

Here is a 5 senses poem. Can you make your own five sense poem using your words from the popcorn or walk activity?

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