21st Century Learning Design - T3 SDD, Merrylands Community of Schools.
Merrylands East Public School Stage 1 - Year 2 Term 2 week 4€¦ · the story. You may like to use...
Transcript of Merrylands East Public School Stage 1 - Year 2 Term 2 week 4€¦ · the story. You may like to use...
| NSW Department of Education
education.nsw.gov.au
Merrylands East Public School
Stage 1 - Year 2
Term 2 week 4
Monday Tuesday Wednesday Thursday Friday
Morning English
Reading
Listen to the story The
Curious Garden
Here is the link
https://youtu.be/PCaav
PD1CL4
English
Reading
Listen to the story
The Curious Garden.
Here is the link
https://youtu.be/PCaav
PD1CL4
English
Reading
Listen to the story The
Curious Garden. Here
is the link
https://youtu.be/PCaav
PD1CL4
Year 2 children are
learning at school
today. We look forward
to seeing you there.
Year 2 children are
learning at school today.
We look forward to
seeing you there.
| NSW Department of Education
education.nsw.gov.au
Before Reading
Think about what the
story may be about?
Use the pictures on
the cover, what you
know about gardens
and the title to help
you.
Definition: Curious
If you are curious you
really want to know
something and will ask
questions. Curious
Before reading
Think about what you
know about the story?
Questions
Answer the questions
about The Curious
Garden:
● What was the most
surprising thing
that popped up at
the railway?
● What do you think
Liam did to
prepare for spring?
● What was your
favourite part of
the story? Can you
explain why?
Tell a family member.
You may like to write
Questions
Answer the questions
about The Curious
Garden:
● Why did Liam
wander to the
railway?
● What does the
author mean when
he says “Winter
had taken its toll on
the garden” and
“the entire city had
blossomed?
Tell a family member.
You may like to write
your answers in your
writing book.
English
Reading
Listen to the story The
Curious Garden. Here is
the link
https://youtu.be/PCaavP
D1CL4
Questions
Answer the questions
about The Curious
Garden:
● Why couldn’t Liam
visit his garden in
the winter?
● Why do you think
the author chose to
English
Reading
Listen to the story The
Curious Garden. Here is
the link
https://youtu.be/PCaav
PD1CL4
Questions
Answer the questions
about The Curious
Garden:
● What was the garden
curious about?
● How do you think the
people felt about the
changes to their city?
Can you explain
why?
● What is the author’s
message?
| NSW Department of Education
education.nsw.gov.au
describes someone or
something that is
eager to explore or
learn. A word that
means the same as
curious is interested
(synonym).
Question
● Where did the
story take place
(setting)?
● What makes the
city a dreary
place?
● Where did Liam
start growing his
garden?
Tell a family member.
your answers in your
writing book.
Tell a family member.
Writing
Write a procedure
explaining how to
grow a plant. Think
about these questions;
● What did I use to
grow my plant at
school?
● How did I grow my
plant?
Your procedure needs
to include;
● The materials you
need to grow your
plant
● How to grow your
plant. For
Writing
Write a letter to Mr Nick
asking him to look after
your plant while you
are learning from
home.
You will need to
include in your letter:
● A question asking
Mr Nick if he can
care for your plant
● Instructions on how
to care for your
plant. What does
Mr Nick need to
do?
You may like to use the
Procedure you wrote
yesterday for ideas.
call this story, The
Curious Garden?
Tell a family member..
You may like to write
your answers in your
writing book.
Writing
Draw a picture of your
favourite part of the
story. Label your picture
with Adjectives
(describing words) or
noun groups. For
example, delicate flower
petals, dreary city,
blossoming flowers,
beautiful garden,
Write a Re-tell of the
story. Include when,
where, who and what
happened and how.
Tell a family member.
You may like to write
your answers in your
writing book.
Writing
Creative Response
Compare the city in the
beginning and the end of
the story?
City in the beginning
City in the end
| NSW Department of Education
education.nsw.gov.au
Writing
Draw a picture of Liam
growing plants in the
garden.
Label your picture with
Verbs. Verbs are
doing, thinking or
feeling words. For
example, place, dig,
pour, pick-up, curious,
cut, explore, happy.
Gardening Verbs
Watch ABC Gardening
Verbs. Here is the link
https://education.abc.n
et.au/home#!/media/2
471329/gardening-
verbs
example, what is
the first thing you
need to do? What
comes next?
You may like to use
numbers (1. 2. 3.) or
connectives (firstly,
secondly) to sequence
your ideas.
An example of a
procedure may look
like this:
Procedure
Topic: How to grow a plant
What do I need?
● Seeds
●
How do I grow my plant?
Firstly, ……
You may like to start
your letter like this;
Dear Mr Nick,
Did you know I have
grown a plant for our
garden at Merrylands
East PS.
Can you care for……..
To care for my plant
please….
After you finish writing
your letter you will
need to re-read it to
check that it makes
sense to the reader
and you have circled
any words that are
spelt incorrectly.
You will need to
publish your letter on
● What happened
first, next and after
that?
Plan your ideas before
writing your Re-tell of
the story.
You may like to use the
Story Map-Plan
attached.
Post a picture on See
saw.
Vocabulary
Verbs are doing,
thinking, saying and
relating words. Watch
the video to learn more
about verbs. Here is the
link
Write a description of
how the city changed
over time.
What is the same?
What is different?
How do you think the
people feel about the
changes? Can you
explain why?
You may like to use the
Venn Diagram attached
to help you organise
your ideas.
Venn
Diagram
You may like to start
your description like this;
This is a description
about the city in the
Curious Garden.
| NSW Department of Education
education.nsw.gov.au
Creative sentences
Using the verbs from
your picture create
some sentences about
how Liam grew his
garden.
● How did Liam
grow his garden?
For example, Liam
poured water on his
plants.
or
Liam worked in the
garden and the people
in the city felt happy.
https://education.abc.n
et.au/home#!/media/2
471362/cooking-verbs
Remember to think
about your reader.
The purpose of writing
this procedure is to
teach someone how to
grow a plant.
Post a picture of your
procedure on Seesaw
so that your teacher
can give you
feedback.
Dragons jumbled
sentence
The purpose of this
task is to help you
understand how to
sequence ideas
and use connectives
A dragon needs your
help to remember his
dream properly.
the attached outline
once your teacher has
given you feedback on
See saw.
Bring your letter to
school to give to Mr
Nick.
Take a picture and post
your letter on See Saw.
Vocabulary
There are many Verbs
that could be used to
describe different
actions while cooking.
Learn some of them in
this short Australia Plus
video. Here is the link
https://education.abc.n
et.au/home#!/media/24
71362/cooking-verbs
● What do you think is
the difference
https://education.abc.ne
t.au/home#!/media/2471
394/cleaning-verbs
After viewing
Some of the verbs
mentioned in this video
can help you describe
what you're doing in
detail.
For example, when you
tell someone you're
cleaning, you're giving
them an idea of what
you're doing.
● Can you think of
some other
verbs that
describe what
you are doing?
In my opinion, at the
beginning, the city was
cold and dreary.
Vocabulary
In the story The Curious
Garden, the author
describes the garden as
delicate.
Delicate means: fine and
easily broken or
damaged. The word
delicate is an adjective
(describing word).
Can you think of other
words that mean the
same as delicate? Draw
a picture of your garden
or a Garden you have
seen. Label the garden
| NSW Department of Education
education.nsw.gov.au
or
When the sun came
out, the curious
garden explored the
city.
Your writing needs to
include some of the
verbs from your
picture. You may like
to color the verbs in
your sentences just
like I have.
Post a picture of your
sentences on Seesaw.
Guided Reading
Read your Guided
Reading Book.
Before reading, read
your Reading Goal.
Think about what the
You will start by
looking at three
pictures.
● Can you put them
in order?
Next, pick some
sentences to match
what is happening in
the pictures. Add
connectives such as
'first', 'then' and 'in the
end' to show when
each part in the dream
happened.
Finally, watch an
animation of the
completed story, then
help the dragon to
finish two more
recounts.
Here is the link
https://education.abc
.net.au/res/i/L7864/i
ndex.html
between 'chop' and
'cut' and 'dice'?
Create a list of verbs in
your writing book.
These verbs can be
used when writing.
My Verb List
Thinking
Verbs
Saying
Verbs
Doing
Verbs
Relat-
ing
Verbs
Guided Reading
Before reading, read
your reading goal.
Think about what the
story may be about or
what you know so far.
Add these verbs to your
verb list in your writing
book?
Post a picture on
Seesaw.
Spelling
Words can be broken
into parts. This is called
syllables. Breaking
words into syllables is a
spelling strategy. It
helps us spell tricky
words. Words like 'Par-
is' and 'Per-u' have two
parts. The word 'kan-
gar-oo' has three parts
and 'mar-su-pi-al' has
four.
Listen to the Kangaroo
song
As you view
Listen to the lyrics
(words) of the song.
with words that mean
the same as delicate.
For example, inquisitive,
These words are called
synonyms. Synonyms
are words that have the
same or similar meaning
Art Activity
Create a Nature Sun
Catcher.
The instructions are
attached.
Independent Reading
Choose your favourite
book to read.
| NSW Department of Education
education.nsw.gov.au
story may be about.
Use the cover, title,
pictures, blurb and
what you know about
the story so far to help
you. This is called a
prediction. Effective
readers make
predictions before,
during and after
reading.
Response to reading
Talk about your
prediction with a family
member.
● Did your prediction
match the story?
● Do you need to
change your
prediction?
Guided Reading
Before reading, read
your reading goal.
Think about what the
story may be about or
what you know so far.
Response to
reading
Talk about your
prediction with a family
member.
● Did your
prediction match
the story?
● Do you need to
change your
prediction?
Did you achieve your
reading goal? How do
you know?
Tell a family member.
Response to reading
Talk about your
prediction with a family
member.
● Did your prediction
match the story?
● Do you need to
change your
prediction?
Did you achieve your
reading goal? How do
you know?
Tell a family member.
Post a video of you
reading your Guided
Reading Book on See
saw.
Reflection
Think about
what you have learnt
Clap each part of each
word as Don sings it.
Here is the link
https://education.abc.ne
t.au/home#!/media/1518
24/a-song-about-
kangaroos
After Viewing
The rhythm of the
song's chorus really
does hop like a
kangaroo. Here are the
chorus words broken up
into their parts, or beats:
'Kan-ga-roo, kan-ga-
roo; there's noth-ing
quite like a kan-gar-oo.
Kangaroo, kangaroo;
the su-per mar-su-pi-al
kan-ga-roo.' Use your
fingers or feet to tap out
each part (beat) of
these words. Tap harder
on the strong beats. You
have found the rhythm.
Response to reading
Talk about why you
chose your book or your
favourite part of the
story.
Post a video of you
reading your chosen
book on Seesaw.
Reflection
Think about
what you have learnt this
week. Think about these
questions.
● What reading have I
done this week?
● Which part of my
reading do I like
best?
| NSW Department of Education
education.nsw.gov.au
You may like to start
your response like
this;
My prediction matched
the story because….
I need to change my
prediction
because……
Did you achieve your
reading goal? How do
you know?
Post a video of you
reading your book on
Seesaw.
Reflection
Think about
what you have learnt
today. Think about
these questions.
Post a video of you
talking about your
prediction on Seesaw.
Reflection
Think about
what you have learnt
today. Think about
these questions.
● What did I learn
today?
● What am I
wondering about?
Tell a family member.
You may like to write
your thinking in your
book or share your
thinking on Seesaw so
that you can talk to
your teacher about it.
today. Think about
these questions.
● What did I learn
today?
● Why is it important
to revise and edit
my writing?
Tell a family member.
You may like to write
your thinking in your
book or post your
thinking on Seesaw so
that you can talk to
your teacher about it.
Can you think of other
words that can be
broken into parts?
Create a list of these
words.
Post a picture of
Seesaw.
Guided Reading
Before reading, read
your reading goal. Think
about what the story
may be about or what
you know so far.
Response to reading
Talk about what
happened in the story or
the new information you
have learnt with a family
member (This is called
a summary).
● What do I want or
need to read about?
Discuss your thoughts
with a family member.
Share your thinking on
Seesaw.
| NSW Department of Education
education.nsw.gov.au
● What did I learn
today?
● What am I
wondering about?
Tell a family member.
You may like to write
your thinking in your
book and post a
picture on Seesaw.
Did you achieve your
reading goal? How do
you know?
Tell a family member.
Post a video of you
summarising the story
on Seesaw.
Reflection
Think about what
you have learnt today.
Think about these
questions.
● What did I learn
today?
● What am I
wondering about?
Tell a family member.
| NSW Department of Education
education.nsw.gov.au
You may like to write
your thinking in your
book or post it on
Seesaw so that you can
talk to your teacher
about it.
Break - Crunch & Sip
Middle Mathematics One more, one less. Ten more, Ten less. Draw this diagram in your book or use the template provided in your learning pack.
Mathematics Number Talk - What numbers are hidden? Use the 100s chart provided in your learning pack. Parents, cut a square paper to cover 9 squares.
Mathematics Number Talk - Number Sense Triangle Look at the number sense triangle. This can be found in your learning pack.
Here is a triangle
Mathematics Number Poster Choose a number from 11-20. Create a number poster to show different combinations of your chosen number.
Mathematics Number Talk - Chikka Chikka, Boom Boom! Use two hands to grab a large pile of paddle pop sticks or cotton buds (or stick-like objects that can be bundled). Bundle your collection using rubber bands, in groups of ten. You may have some leftovers.
| NSW Department of Education
education.nsw.gov.au
Roll a dice three times or choose any 3-digit number and write it in the grey box.
Write the number that is one more (the number after) in the white box on the right.
Write the number that is one less (the number before) in the white box on the left.
Write the number that is ten more in the white box under the grey box.
Write the number that is ten less in the white box above the grey box.
Volume and Capacity
Find up to 6 different sized containers in your home. Line them up from smallest to largest.
Ask your child: What numbers are hidden? How do you know? (possible response: I know one number is 23 because it’s 10 more than 13) Can you share your thinking? Is there another way you can prove it? Share your thinking with a family member. Volume and Capacity - Fill the Fish Tank! Watch Comparing Capacities https://www.youtube.com/watch?v=EN_z-uUm1Ww . Find 2 containers of different sizes. E.g. a cup and a small cooking pot.
showing 6 in many ways. Can you make a similar triangle diagram for a 2-digit number? For example, 62 Your diagram could show ten frames, words, numbers, number lines, and collections. Mass - Who Sank the Boat? Before reading Think about the questions: ● What do you think
the book will be about?
● Do you think we will find out the answer to the question, “Who sank the boat?
Mass- Who Sank the Boat? Re-read Who Sank the Boat? By Pamela Allen. https://www.youtube.com/watch?v=VhE2gcy6Z3A ● Why do you think
the mouse sank the boat, even though the mouse was much lighter than the other animals?
It is time to conduct your own experiment! Make a paper boat. Here is a link to make a
Arrange these bundles in a tree like formation
Ask your child: How many tens do you see? How many single sticks can you see? Can you rename that number? Call it out and say “Chikka Chikka!” E.g. '4 tens, 4 ones, 44 Chikka Chikka Boom Boom!’ Mass - Tricky Bags Have a family member fill 2 shopping/plastic bags with random items in your home. They can be light or heavy items.
| NSW Department of Education
education.nsw.gov.au
Estimate how many objects can each container hold. This is called volume. Volume is the amount of
space occupied by an object.
These objects can be blocks, marbles, cotton wool, pasta, candy, etc. E.g. This jug can hold 40 pasta pieces. This cup will hold less pasta pieces. It will hold 31 pasta pieces. Fill each container with your objects. ● Was your
prediction correct?
● Was it a fair test? Why/why not?
● What strategies
did you use?
Time to investigate! We are going to investigate how many smaller containers we need to fill our fish tank. The fish tank will be our larger container. Capacity is the amount of
liquid a container can hold.
Before measuring, predict how many of the smaller containers will it take to fill the fish tank. Tell a family member your predictions or record it in your book. Fill the smaller container with water then fill up the fish tank. Measure and record your findings in your book. How many cups did you need?
Read and listen to the story Who Sank the Boat? By Pamela Allen. https://www.youtube.com/watch?v=VhE2gcy6Z3A While listening to the story, make predictions about the different animals and whether or not they will sink the boat. Was it the sheep who sank the boat? ● Were your
predictions right?
● Was it a surprise? ● Why do you think
the lightest animal sank the boat?
● Do you think that
the story would have ended differently if the animals had got into the boat in a different order?
paper boat: https://www.youtube.com/watch?v=a6V09L6OZwc or cut off the end of a plastic bottle to be used as a boat. Prepare a shallow container or water, your boat and different items of various weights (dice, counters, marble, block etc.) Before measuring, predict the amount of objects you will need before the boat sinks. One at a time, place the objects into the boat. Keep count of how many you put in. ● Were your
predictions right?
● What did you notice?
Share your thinking with a family member or
We are going to investigate which bag is heavier without looking inside the bag. Hold the two bags in each hand. ● Which one feels
heavier?
● Which one feels lighter?
Have another member hold the 2 bags. Compare your findings. Refill the 2 bags with various items, changing up the weight of the bags.
Reflection
Think about what you have done this week in mathematics. Think about these questions. ● Which math task did
I enjoy the most?
| NSW Department of Education
education.nsw.gov.au
Draw/write your findings in your book or take a photo/video and upload it to Seesaw!
Reflection
Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn
during mathematics today?
● What do I wonder? Tell a family member.
You may like to write your thinking in your book so that you can
Try it with different containers. What did you notice?
Reflection
Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder? Tell a family member.
You may like to write your thinking in your book so that you can
Share your thinking with a family member or draw/write it in your book. Draw the animals in your book from the lightest to heaviest order.
Reflection
Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder?
draw/write it in your book.
Reflection
Think about what you have learnt today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder?
Tell a family member.
You may like to write your thinking in your book so that you can talk to your teacher about it.
● Which math task did I find most challenging?
● What big ideas did I
learn this week? Share your thinking with a family member. You can also share your thinking with a teacher on Seesaw.
| NSW Department of Education
education.nsw.gov.au
talk to your teacher about it.
talk to your teacher about it.
Tell a family member.
You may like to write your thinking in your book so that you can talk to your teacher about it.
Break
Afternoon Creative Arts
Sing with Gruffalo
https://www.youtube.c
om/embed/qCdVP9Qq
6HM?autoplay=1
Watch the Gruffalo
song video to learn the
words and Makaton
(actions).
First, read aloud the
words in the song.
Here is the link to the
lyrics.
HSIE-Geography
Favourite space at
home-1
What are some of the
spaces we use around
the house every day?
Go for a walk inside
your house and write
down a list of all the
spaces that you use.
For example, bedroom
and bathroom.
HSIE-Geography
Favourite space at
home-2
Share your picture of
your favourite space
with a family member
to discuss the features.
Think about the places
on your chart from
Tuesday learning and
discuss how and why
people care for places.
Science
Sink or Float?
Find different types of
objects such as plastic
bottles, paper or rubber
balls in the house which
you can try placing in
the water.
*Please check with your
parents or carer before
you do this experiment.
Creative Arts
Design your own
Gruffalo with 2D
Shapes
Think of a monster
which can replace
Gruffalo in the story.
What kinds of 2D
shapes do you know?
You can use a range of
2D shapes to create
your monster.
| NSW Department of Education
education.nsw.gov.au
https://www.gruffalo.co
m/gruffalo/files/f1/f1eb
a1e7-be5a-4c17-
ae69-
6afc931f461d.pdf
Sing along with the
video and add the
actions.
You may use your
homemade musical
instrument from Week
1 Learning Unit to
count steady beats
while singing.
You can perform in
front of your family
members or record to
share on Seesaw.
Draw the following
chart below in your
book.
Write down some
features of each space
in the right-hand
column in the chart.
From the chart,
identify your favourite
space in your home
and draw a picture of
this in your book.
For example, gardens
need to be cleaned and
grass kept mown so
that the places remain
clean, safe and healthy
places.
Create a care plan for
your favourite space or
place by writing your
task list in order.
Put your care plan into
action. See if you can
maintain your favourite
place or space so that
it remains clean, safe
and healthy.
Draw the chart below in
your book and predict
whether it will sink or
float.
Circle your prediction in
the chart. Float or Sink?
Place the objects in the
water one at a time and
describe what happens.
Circle the result in the
Result column.
Place the items that
sank in one pile and the
items that floated in
another pile.
Draw and colour in your
book or use some paper
to cut out shapes to glue
them together.
After creating your
monster, you may
describe its body
features and personality
in your book.
| NSW Department of Education
education.nsw.gov.au
Do they have anything
in common with one
another? What
materials were they
made of? Discuss with
a family member.
https://www.youtube.co
m/watch?v=nMlXU97E-
uQ
| NSW Department of Education
education.nsw.gov.au
Merrylands East Public School
Stage 1 - Year 2
Term 2 week 5
Monday Tuesday Wednesday Thursday Friday
Morning English
Reading
Listen to the story
Belonging. Here is the
link
https://www.youtube.c
om/watch?v=uFd12N
AoSoQ
English
Reading
Listen to the story
How to Heal a Broken
Wing. Here is the link
https://www.youtube.
com/watch?v=-
9iPyfVmpzM
English
Reading
Listen to the story How
to Heal a Broken Wing.
Here is the link
https://www.youtube.
com/watch?v=-
9iPyfVmpzM
Questions
Year 2 children are
learning at school
today. We look forward
to seeing you there.
Year 2 children are
learning at school
today. We look forward
to seeing you there.
| NSW Department of Education
education.nsw.gov.au
This story is a
wordless picture book.
Before reading
Think about what the
story may be about.
Use the pictures on
the cover and the title
to help you. You may
like to pause and
discuss each page
with a family member
as you read the book.
Before reading
Think about what the
story may be about.
Use the pictures on
the cover and the title
to help you. This is
called a prediction.
Questions
Answer the questions
about How to Heal a
Broken Wing:
Answer the questions
about How to Heal a
Broken Wing:
● Who went to help
the bird when he
fell on the ground?
● How do you think
the bird felt when
‘Will ‘went to help
him?
Tell a family member.
Writing
Write a letter to Mr Goh
asking him if you can
grow your vegetable
plant on the farm at
Merrylands East PS.
English
Reading
Listen to the story How
to Heal a Broken Wing.
Here is the link
https://www.youtube.c
om/watch?v=-
9iPyfVmpzM
Questions
Answer the questions
about How to Heal a
Broken Wing:
● Where did Will take
the bird?
● What did the author
mean when he said
“with the beat of his
wings the bird was
gone”?
English
Reading
Listen to the story How
to Heal a Broken Wing.
Here is the link
https://www.youtube.c
om/watch?v=-
9iPyfVmpzM
Questions
Answer the questions
about How to Heal a
Broken Wing:
● What can heal a
broken wing? Can
you explain why?
● What is the author’s
message?
| NSW Department of Education
education.nsw.gov.au
Definition: Belonging
Belonging means
feeling like you are an
important member of a
group. For example,
your family and the
school community. A
word that means the
same as belonging is
feeling included.
Questions
● What do you see
when you look
through a window
in the book?
● What changes did
you notice as
Tracey (girl)
looked out the
window?
● Where did the story
takes place (the
setting)?
● What do you think
caused the bird to
fall from the sky?
Use the pictures to
infer what caused
the bird to fall.
Tell a family member.
Writing
Create a plan so that
you can write a letter to
Mr Goh asking him if
you can grow your
vegetable plant (the
plant you grew with
your teacher) on the
farm at Merrylands
East Public School.
Use your plan from
yesterday to help you
with your ideas.
You may like to start
your letter like this;
Dear Mr Goh,
Did you know I have
grown a green
vegetable plant with my
Year 2 friends.
I was hoping to grow
my……….
My plant would be
good for our school
because…
Secondly…..
After you finish writing
your letter you will
need to re-read it to
check that it makes
Tell a family member.
Writing
Creative Response
Change the ending of
the story How to Heal a
broken wing so that the
bird takes ‘Will’ back to
his home when his wing
is fixed. What happens
there?
You may like to use the
story plan attached to
help you.
Take a picture of your
story and post it on
Seesaw.
● What is something
you are hoping for?
Tell a family member.
Writing
Draw a picture of
something you are
hoping for? Label your
picture with adjectives
(describing words). For
example, beautiful green
garden, friends at school
Create a card about
something you are
hoping for? Think about
how what you are
hoping for could also
help others.
● What is something
you are hoping for?
| NSW Department of Education
education.nsw.gov.au
● How do you feel
when someone
asks you to be part
of their group?
Tell a family member.
Writing
See Think Wonder
Look out your window.
What do you see?
What can you hear?
What are you
wondering?
Draw a picture of what
you see. Label your
picture with Adjectives
(describing words).
Adjectives tell the
reader what
something looks like,
You may like to draw a
picture instead.
Today you are only
creating a plan.
Example of a plan
To: Connectives
Firstly,
Secondly,
Reasons *
The plant will
make our
garden look
good
*We can eat the
plant *People
like looking at
plants
Adjectives
*Tiny green
plant
*Taste
delicious
The purpose of your
letter is to persuade Mr
sense to the reader
and you have circled
any words that are
spelt incorrectly.
Take a picture and post
your letter on See Saw.
You may like to publish
your letter on the
attached outline once
your teacher has given
you feedback on See
saw.
Bring your letter to
school on Friday to
give to Mr Goh.
Vocabulary
Listen to the song about
Aussie Sharks. Here is
the link
https://education.abc.ne
t.au/home#!/media/1026
70/a-song-about-
aussie-sharks-
After Viewing
Who (what character) is
singing the song?
Which line tells you
this? How does this
make you feel about the
song?
The word 'crook' is an
example of Australian
slang. Can you guess
what this means? Why
was this word chosen?
● Why is this
important to you?
● How could it help
your family, friends
or school?
You may like to start
writing your card like
this; My name is…..
I am hoping…..
This is important to me
because…
This will help others
because……
Post a picture of your
card on Seesaw.
| NSW Department of Education
education.nsw.gov.au
sounds like and feels
like. For example, tall
buildings, green trees,
dreary place, loud
noise
Create your own
Belonging story book.
Use the picture you
drew to create the
setting (where the
story took place).
Think about these
questions:
● Where did your
story take place?
● Who is in the
story?
● What happened?
● How did your
characters feel?
Goh to let you grow
your plant in the
garden at Merrylands
East PS.
● What is a good
reason to grow
your plant in the
school garden?
In your plan Include:
2 or more reasons as
to why it would be good
to grow your plant in
the school garden.
You may like to start
your plan like this.
My letter Plan
Reasons
1. My plant is a
vegetable.
Therefore we
Spelling
Listen to the rhyme in
the song about Aussie
Sharks. Here is the link
https://education.abc.n
et.au/home#!/media/10
2670/a-song-about-
aussie-sharks-
As you view
Listen for groups of
words in the song that
end with the same
sound like 'shark' and
'dark'. These words
rhyme.
After viewing
Make a list of rhyming
words you could use
for a similar song about
a different animal, such
as 'I'm an Aussie Dog'.
'I'm a true blue pointer'.
Can you explain why
'true' was added here?
Hint: Find out what 'true
blue' means.
Guided Reading
Read your Guided
Reading Book.
Before reading, read
your Reading Goal.
Think about what the
story may be about or
what you know so far.
Use the cover, title,
pictures and blurb to
help you.
Response to reading
Talk about what
happened in the story or
the new information you
have learnt with a family
member. This is called
Art Activity
Create a Collage. The
art activity is attached.
Take a photo and post
it on See Saw so we
can see your creative-
one of a kind collage.
Independent Reading
Choose your favourite
book to read.
Response to reading
Talk about why you
chose your book or your
favourite part of the
story.
| NSW Department of Education
education.nsw.gov.au
You will need to plan
your ideas before
writing your book.
Your plan may look
like this;
My Plan
See
●
Hear
●
Wonder
●
Time connectives
Firstly
My picture
You may like to start
your writing like this;
My Belonging Book
could eat this
when it is grown..
Include connectives
(joining words) to
sequence your ideas.
For example,
Firstly,
Secondly,
Finally,
Take a picture of your
plan and post it on See
Saw so that your
teacher can give you
feedback.
Use your rhyming
words to write a chorus
for your new song
using the same beat
and rhythm.
Guided Reading
Read your Guided
Reading Book.
Before reading, read
your Reading Goal.
Think about what the
story may be about or
what you know so far.
Effective readers think
about what a story
reminds them of. This
is called a Connection.
Response to reading
Think about this
question:
a summary. Include the
most important parts of
the story.
You may like to begin
your summary like this;
My summary is….
or
In the story so far….
Post a video of you
telling your summary of
the story on See Saw.
Reflection
Think about what
you have learnt today.
Think about these
questions.
● What did I learn
today?
Post a video of you
reading your chosen
book on Seesaw.
Reflection
Think about what
you have learnt this
week. Think about these
questions.
● What reading have I
done this week?
● Which part of my
reading do I like
best?
● What do I want or
need to read about?
Discuss your thoughts
with your adult.
Share your thinking on
Seesaw.
| NSW Department of Education
education.nsw.gov.au
When I look out the
window I see…..
The noises I hear…..
I wonder what…….
Take a picture of the
book you created and
post it on Seesaw.
Vocabulary
Adjectives and Noun
Groups tell the reader
what something looks
like, sounds like and
feels like. Listen to the
Emu Song. Here is the
link
https://education.abc
.net.au/home#!/medi
a/104430/a-song-
about-emus
Spelling
Find words with ‘a e o’
in them. Here is the
link
https://www.scootle.ed
u.au/ec/viewing/L7854
/index.html#
Guided Reading
Read your Guided
Reading Book.
Before reading, read
your Reading Goal.
Think about what the
story may be about or
what you know so far.
● What did the story
remind you of?
Tell a family member.
Did you achieve your
reading goal? How do
you know?
Post a picture of you
talking about what the
story reminded you of
on Seesaw?
Reflection
Think about
what you have learnt
today. Think about
these questions.
● What did I learn
today?
● What am I
wondering about?
Tell a family member.
You may like to write
your thinking in your
book so that you can
talk to your teacher
about it.
| NSW Department of Education
education.nsw.gov.au
As you view
As you listen to the
song, think about what
the emu looks like and
how it moves around.
● What words are
used to describe
its feathers and
the way it moves?
● In the song, what
does the emu think
about not being
able to fly?
● Does the emu
make any noise?
After viewing
● How did the
phrases: 'really
down to earth',
'two feet firmly on
the ground', and
Response to reading
Talk about what
happened in the story
or the new information
you have learnt with a
family member. This is
called a summary.
Include the most
important parts of the
story.
You may like to begin
your summary like
this;
My summary is….
or
In the story so far….
Post a video of you
summarising the story
after reading on See
saw.
● Why is it important
that my letter
makes sense?
Tell a family member.
You may like to write
your thinking in your
book so that you can
talk to your teacher
about it.
| NSW Department of Education
education.nsw.gov.au
'long legs
pumping,' help you
understand the
emu?
● Why do you think
the songwriter
chose these
descriptive
phrases?
● What did you learn
about emus?
Tell a family member.
You may like to write
your thinking in your
writing book.
Take a picture of your
writing and post it on
Seesaw.
Reflection
Think about
what you have learnt
today. Think about
these questions
● What did I learn
today?
● What am I
wondering about?
Tell a family member.
You may like to write
your thinking in your
book so that you can
talk to your teacher
about it.
| NSW Department of Education
education.nsw.gov.au
Guided Reading
Read your Guided
Reading Book.
Before reading, read
your Reading Goal.
Think about what the
story may be about or
what you know so far.
Use the cover, title,
pictures and blurb to
help you.
Effective readers think
about what a story
reminds them of as
they read it. This is
called a Connection.
As you read your story
book think about what
the story reminds you
of.
| NSW Department of Education
education.nsw.gov.au
Response to reading
Question
● What did the story
remind you of?
Tell a family member.
Post a picture of your
thinking on Seesaw?
Did you achieve your
reading goal? How do
you know?
Reflection
Think about
what you have learnt
today. Think about
these questions.
● What did I learn
today?
| NSW Department of Education
education.nsw.gov.au
● What am I
wondering about?
Tell a family member.
You may like to write
your thinking in your
book so that you can
talk to your teacher
about it.
Break - Crunch & Sip
Middle Mathematics One more, one less. Ten more, Ten less. Draw this diagram in your book or use the template provided in your learning pack.
Mathematics Number Talk Using ten frames that have 5 on the top row, choose any two and place them side by side. This is in your learning pack. You will need to cut them out before doing this. Using your knowledge of double 5 on the top row, add the two 5’s in the top row by doubling. Then add
Mathematics Number Talk 45,40,35,25 What is wrong with this sequence of numbers? Share your thinking with a family member or write it in your book. Addition and subtraction - How many socks left?
Mathematics Number Talk - Number Sense Triangle Look at the number sense triangle. This can be found in your learning pack.
Here is a triangle showing 6 in many
Mathematics Renaming Game Draw a place value mat in your book or use the one provided in your learning pack.
You can play this game by yourself or with another family member.
| NSW Department of Education
education.nsw.gov.au
Roll a dice three times or choose any 3-digit number and write it in the grey box.
Write the number that is one more (the number after) in the white box on the right.
Write the number that is one less (the number before) in the white box on the left.
Write the number that is ten more in the white box under the grey box.
Write the number that is ten less in the white box above the grey box.
Addition and Subtraction Look at the 100s chart provided in your learning pack. Think about these questions:
the bottom row. Then rename the number.
In this example, the top row would be double 5, so 10. The bottom row is 4, therefore, renaming 10 and 4 is14. Addition and Subtraction - Jump Strategy We are going to learn a new strategy to help us with our addition. It is called the jump strategy. You may have heard of this before. Get a dice. Roll the dice four times to get two 2-digit numbers. For example 23 and 12. We are going to use our jump strategy to
Use your washing line to create a number line. Collect 21 socks. Use post-it notes to display the numbers 0-20 on the socks. Peg each sock in order on the washing line. Think about the strategy we learnt yesterday - jump strategy. We are going to use the jump strategy to help us find how many socks are left. Have a family member choose a 2-digit number from 11-20. Roll a 6-sided dice to get a 1-digit number. For example, 15 and 4. Begin at the 15th sock. Take 4 socks away.
ways. Can you make a similar triangle diagram for a 2-digit number? Your diagram could show ten frames, words, numbers, number lines, and collections. Addition and Subtraction Talk with a family member about situations when you and your family have used money to buy something. ● What did you buy? ● Where did you buy it
from? ● How did you pay for
it? Have a family member provide 1 of each coin and note ready to use or use the Australian Money Template provided in your learning pack.
Have objects ready to represent ones, tens and hundreds. For example, you can use counters to represent ones, paddlepop sticks to represent tens. Get a dice. Roll it once. Indicate the number rolled in the ones column. E.g. I rolled an 8, so I will pace 8 counters in the ones column. Continue rolling until the objects in the ones column reaches ten. Once you reach ten in the ones column, then trade them 10 units for 1 ten. E.g. I had 8 counters already, I rolled another 5. There are 13 in total. I will trade 10 to get 1 tens and have 3 ones left.
| NSW Department of Education
education.nsw.gov.au
● How many small squares are there in each row?
● How many rows are there?
● How many small
squares are there altogether?
● Can you find any
patterns?
Share your thinking with a family member. Use your 100 chart to find 30+10 and 26+20. ● What do you
notice?
Get a dice. Roll the dice four times to get two 2-digit numbers. For example 23 and 12. Use your 100 chart to help you solve these
find the answer to 23+12=? Draw an empty number line in your book.
Place the first number on your number line. Using your second number, count forward, first by tens and then by ones. Practice the jump strategy by rolling your dice again.
Reflection
Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
How many socks do you have left? How do you know? Repeat this activity by thinking of another 2-digit number and rolling the dice again.
Reflection
Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder?
Tell a family member.
You may like to write your thinking in your book so that you can
Order the coins and notes from the lowest to highest value. Can you label and identify the coins and notes? Share this with a family member. Look at the $5 note. Can you think of different combinations you can make for $5? Draw or demonstrate your combinations.
Reflection
Think about what you have done today in
The aim of the game is to reach 1 100 block. If you are playing with a family member, make it a friendly competition! Addition and Subtraction - shopping trip Get a shopping catalogue. You have been given $10 to spend at the supermarket. Find products in the catalogue that you can purchase with $10. How many things can you get with $10? Cut and paste these products in your homework book, or write/draw them. Alternatively, you have $10 and bought 1 item. How much change do you get?
| NSW Department of Education
education.nsw.gov.au
2-digit addition problems. Share your thinking with a family member or draw/write it in your book.
Reflection Think about what you have done today in mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder?
Tell a family member.
You may like to write your thinking in your book so that you can talk to your teacher about it.
● What did I learn during mathematics today?
● What do I wonder?
Tell a family member.
You may like to write your thinking in your book so that you can talk to your teacher about it.
talk to your teacher about it.
mathematics. Think about these questions. ● What did I notice
whilst doing these activities?
● What did I learn during mathematics today?
● What do I wonder?
Tell a family member.
You may like to write your thinking in your book so that you can talk to your teacher about it.
Reflection
Think about what you have done this week in mathematics. Think about these questions. ● Which math task did
I enjoy the most? ● Which math task did
I find most challenging?
● What big ideas did I
learn this week? Share your thinking with a family member. You can also share your thinking with a teacher on Seesaw.
| NSW Department of Education
education.nsw.gov.au
Break
Afternoon Creative Arts
Making the Byrds
Do you remember the
fairies in the book,
Jethro Byrde, Fairy
Child?
Create your own fairy
using natural
resources around your
place.
Go to your garden or
front yard to collect
some sticks, leaves,
petals, gum nuts or
pine cones.
Creative Arts- Drama
Acting out
Do you remember the
scene when Annabelle
and her mum
prepared tea for the
Fairy Child, Jethro
Byrde?
You may watch the
story again to remind
yourself.
https://www.youtube.c
om/watch?v=S8rfm3S
5cTM&feature=youtu.
be
What kind of tea do
you have at home with
your family members?
You might like to bake
your own fairy cakes
Creative Arts
Creating a self-
portrait
https://www.youtube.co
m/watch?v=eZuV83eC
yoI
What do you notice
about the
artworks below? Can
you find where the
lines are heavy or
light? Artists call
this light and shade.
Can you see how the
lines are overlapping?
Look at yourself in a
mirror and
make different
expressions.
Pop on your favourite
hat or
Science
Make a water bug
Fold a piece of paper in
half. Then, draw a bug
shape with three legs
and feet. Make sure the
top of the bug touches
the fold in the paper.
PDHPE
How others feel
Practice making facial
expressions in the mirror
to experience what
others see.
Expressions to be made
happy, sad, proud,
angry, excited, worried.
Read 'The situation’ and
practice ‘Your facial
expression’ in the mirror.
You can use the emojis
below to assist.
Write how the people
would feel if they saw
the facial expression.
| NSW Department of Education
education.nsw.gov.au
* Please talk to your
parents or carer
before you go out to
collect the resources.
Glue your materials
together to make the
body and wings for the
fairy. Draw the face
with textas or pencils.
After you make the
fairy, you can act out a
scene from the story,
Jethro Byrde, Fairy
Child with your family
member.
like Annabelle’s mum
in the story.
Or do you have
special traditional food
or tea that you would
like to introduce on
Seesaw to your
teachers and friends?
You can help your
parents or carer
prepare tea and act
costume.
Sketch a self-portrait.
You could
use a photo or continue
with a mirror.
Choose one emotion
that you would
like to depict in your
image. You may
choose one from
yesterday’s learning
unit.
Remember to use a
sharp pencil to make
your lines overlap,
starting soft and then
making them stronger
as needed.
Cut neatly around the
shape, being careful not
to cut along the fold.
Then, fold out the bug's
feet so the shape
stands up.
Fill a dish or tub with
water and gently place
the bug on top so all its
feet touch the surface at
once. Can you make it
balance on the water?
Heavy bug- Repeat the
activity but this time
tape a coin onto each
side of the bug's back.
Can you still make the
bug stand on the water?
You may act out these
situations with your
family members and
share with us on
Seesaw.
| NSW Department of Education
education.nsw.gov.au
out the scene with
your fairy craft that
you made yesterday.
Take a photo or video
to share with us on
Seesaw.
Greasy feet- Make
another bug and smear
butter or oil under its
feet before you place it
on the water? Does it
work better?
How to create a collage from the garden
Make a Nature collage using plants from the garden. Nature collages are sticky, creative and fun to make.
What you will need flower petals
leaves
sand
small pebbles
paperbark
seeds
grass
and any other natural materials of your choosing. For example, paint, markers or crayons
(optional) flower press or large book to dry your treasures in
paper
watered down white glue
Instructions 1. Collect the materials you want to use for your nature collage from your garden.
2. Draw the outline of a natural object- a tree, a flower, a seascape or even a fairy on a piece
of paper.
3. Brush a generous layer of glue onto the entire outline and begin placing your natural
treasures here and there to fill out your collage.
4. When everything is in place gently brush another layer of glue on top of the entire collage
and let it dry.
5. Display your creative-one-of-a-kind collage on the wall.
Note: If you want the collage to last longer than a few days press and dry the leave and petals beforehand in order to preserve them a bit better. Otherwise you can use fresh vegetation, but remember to let the kids know that it will start to fade. Perhaps that's part of the fun!
2. 3. 4.
How to make a Nature Sun Catcher
Materials
flowers, leaves, herbs, or any small pieces of nature you like paper plate contact paper ribbon hole punch and scissors
Instructions 1. Go on a nature walk with a family member. Collect flowers, leaves,
grass etc. You may be able to find some flowers and leaves in your garden.
2. Cut a hole in the centre of the plate.
3. Cut out two circles from the contact paper. You may like to fold the paper in half and cut the circles at the same.
4. Stick one of the circles on the back of the plate and add the flowers and leaves.
5. Stick the other circle on top of the collage (flowers and leaves) and string the ribbon through the top.
6. Hang your creative one-of-a-kind Sun Catcher in your window.
HUNDREDS CHART
____________________________ _______________________ ___________________________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
_____________________________________ _____________________________________ _____________________________________ _____________________________________
The Curious Garden City in the beginning City in the end
PLACE VALUE MAT
HUNDREDS TENS ONES
Story Map-Plan Title:______________________________
Setting (where did the story take place?)
Problem
Important events
1. 2. 3.
Outcome (how was the problem solved)?
Authors message (Theme)
Characters (Who was in the story)
TEN FRAME