Embedded Files
Reading
Reading
Learning intention: We are learning about adjectives of Australian animals.
Success criteria: I can use adjectives to describe an Australian animal and make my own “who am I?” (writing) to make others guess the animal.
Home learning activity:
Watch the Video from Miss Bath. Can you guess the animals as the story is being read?
Look at the example from Miss Bath under the instructions
Draw an Australian animal and write your own “Who am I?” writing. Use adjectives.
Can you think of any adjectives by yourself?
Mild: Write 4 clues for someone to guess your Australian animal. Use 4 adjectives.
Spicy- Write down 5 clues for someone to guess your Australian animal. Use 5 adjectives
Hot- Challenge yourself to write as many clues as you can for your Australian animal. Use 10 adjectives or more.
WRITING
WRITING
Learning intention: We are learning to write short sharp and interesting snapshots.
Success criteria: I can write a snapshot of a moment in the bush from the point of a view of a Park Ranger.
Home learning task:
Imagine you are a park ranger in Australia. You are in a National Park and you see something happening in your Park. Some ideas are
found some injured wildlife
saw some people littering or mistreating the environment
People illegally hunting or fishing
your Ranger Vehicle breaks down.
Imagine a photo is taken of that moment and write a snapshot about it.
Describe the moment in 6-8 lines. Remember it is made up so be creative and make it exciting.
Now ask yourself or someone else at home for feedback.
How can I make this better?
Is my first sentence really interesting?
Have I used good describing words?
Have I made the reader feel like they can see and feel what the Ranger is thinking
SPELLING
SPELLING
Learning intention: We can spell words with the graph as in ant..
Success criteria: I can test my understanding of spelling words that have the digraph kn as in knee.
Home learning task:
Students flip over the spelling book and write the numbers of their spelling words down the side of their page.
They need to leave enough space underneath for their dictation.
SPELLING TEST
Watch the video below to complete the spelling test. If it is moving too quickly the student may press pause as they write the word.
DICTATION
Watch the video below and write the sentence as instructed on the video.
The video will also take the students through correcting their sentences.
Maths
Maths
Learning Intention: We are learning about probability- what are the chances of an event happening?
Success Criteria: I can decide whether something happening is ‘possible’, ‘impossible’, ‘certain’ or ‘likely’.
Activity: Imagine you had a cookie jar with 9 cookies in it. 6 of them were chocolate chip and 3 were peanut butter. Imagine you grab one without looking. Can you answer these questions?
What is the probability of choosing a peanut butter cookie?
Likely Unlikely Certain Impossible
What is the probability of choosing an oatmeal cookie?
Likely Unlikely Certain Impossible
What is the probability of choosing a chocolate chip cookie?
Likely Unlikely Certain Impossible
What cookie are you least likely to pick?
Chocolate Chip Peanut Butter
What cookie are you most likely to pick?
Chocolate Chip Peanut Butter
Taste the Rainbow-
If parents are happy to provide a packet of Skittles or M&Ms, this activity would be quite fun.
Students pick 20 random colours and put them in another bag. First count how many of each colour they have. This can be recorded on a printout (see here- Skittles or M&Ms) of the sheet below or just into their maths books. Then students are to show the likelihood, out of 20, of choosing each colour. Eg: if there are 6 green ones, there is a 6/20 chance of choosing green, etc.
Student complete these sentences with these choice of words.-
certain likely unlikely impossible
1. It is________________________ that I will pick up ___________________________________________.
2. It is ________________________ that I will pick up ___________________________________________.
3. It is ________________________ that I will pick up ___________________________________________.
4. It is ________________________ that I will pick up ___________________________________________.
SPECIALIST PROGRAM
SPECIALIST PROGRAM
Every day you can choose one Specialist activity you would like to complete for the day. Remember there are five Specialist areas; Art, Performing Arts, STEM, Indonesian and Blue Earth.
Where to find the Specialist activities:
Scroll to the top of the website
To the right you will see a tap that says MORE
Click on the More tab
Click on Specialists
Click on your chosen Specialist
Click on the correct week
Click on the activity!
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