Framework for teaching -Year 4 Term 3

Week 7 Online and offline activities to support student learning at home.

Monday Tuesday Wednesday Thursday Friday

Home Task Prepare for your Zoom lesson this morning by having a good look at the framework and if there is anything you don’t understand, be ready to ask your teacher.

Assess your in house recycling situation....can you organise this better so that everything that can be recycled is being recycled?

Label your in-house recycling bins to make it easier for everyone to do the right thing! You might need to make a poster for your fridge to explain it to everyone.

Thinking about your waste again, can you compost more of your food waste so that it doesn’t go to landfill? Hint: compost or worm farm??? If so, how could you go about making that happen?

Look up how and where you can recycle batteries.....it’s not as hard as you may think. Can you organise a spot in your house to collect dead batteries for recycling?

Morning

English: Reading

Please follow the link on your Google Classroom to a read aloud (by Mrs Parker) of the text The Small Blue Dot by Zeno Sworder.

Task: Complete the activities attached at the bottom of the framework.

English: Reading & Comprehension

Turn In task

Your teacher has assigned a Reading Eggspress lesson for you to complete.

English: Reading

Turn In task

Birrung: Chapter 7

This week, our comprehension focus is: self-monitoring.

Self-monitoring is the skill of actively thinking about what you are reading as you go and checking your understanding afterwards. You will often notice when you are self-monitoring because when you get a little stuck with the

English: Reading

We have been learning about tracking pronoun links to help us understand the fine details of what is happening in a text.

Remember that pronouns are words that replace nouns so that these don’t become too competitive. Words like: my, me, I, she, he, they are pronouns.

Look at the sentence below:

Elsie was angry because Barney said that Birrung was

English: Reading

Birrung: Chapter 8

This week, our comprehension focus is: self-monitoring. This is where we check our understanding during and after reading.

We can ask ourselves:

• Does this make sense? • Does this sound right?

meaning, your reading speed slows down.

This tends to happen when we read unknown words (or new vocabulary). Today you will choose ONE of the words from this chapter, and complete a word mat to help you understand that word. Scroll down to the bottom of the framework to find the word mat. Here are the words you may choose from:

• Dissuasion • Lean-to • Sea chest • Supper • Colony • Slate • Governor • Surgeon

prettier than she was. She was taller and she was a little girl. She heard Barney’s words and she stomped away angrily.

Who was Jackie French referring to when she said ‘she’?

Use two different coloured highlighters and highlight each of the characters’ pronouns in different colours.

A larger version of this activity is on the worksheet at the bottom of the framework.

We can ask or answer questions to check our understanding.

Answer these questions to check your understanding of Chapter 8. You may need to listen to the chapter more than once to answer.

1. Sally kept pushing Birrung away and telling Birrung she did not need her help. Why do you think she did this?

2. Why were the Johnsons so frightened about the birth of their baby?

3. What do you think Birrung was doing with the smoke in Mrs Johnson’s room?

Optional extension: Find out some other ways that Aboriginal people use smoke, for example, for ceremonies.

English: Spelling

Digging in the dictionary Choose five spelling words you are not familiar with.

English: Spelling

This week’s rule

The rule this week is about silent letters. For example, the letter “g” in words starting

English: Spelling

Word Search Wednesday

Using the template below (or rule up a table of 10 x 10 squares), use 10 list words in a

English: Grammar

We have been focusing on choosing powerful verbs this week in Writing. A simple way to give your verbs even

English: Spelling

Dictation!!!

Ask your parents or carer to read out these three sentences slowly because you

Use the attached sheet and a dictionary to find the meaning of each of these words and then use the word in a sentence to demonstrate your understanding.

with “gn” and the letter ”k” in words starting with “kn” are silent.

Write out those words from the list and find five more to add to the list. Make sure you spell them correctly.

word search for a family member to solve. It is super important that each word is spelled correctly...if not, the word search will be a bit of a fizzer!

greater impact is to use them with an adverb.

The adverbs that we will practise using today are adverbs of manner. This simply means adverbs that tell HOW the verb is done. Eg. Hop happily, run quickly, sit quietly, and so on.

Today, you are going to set up an activity workstation for the people in your home. Set up four activity stations and choose a verb for each one, eg. jump, hop, crawl, dance. You may like to create a simple sign showing what the verb for each station is, to make it easier. Cut up some small cards using spare paper at home, and write down an adverb on each card. Try to write as many as you can! At each station, place a small pile of your adverb cards. Each person needs to do the verb and the adverb at each station. For example, jump quietly, dance madly, hop happily, and so on. Give your family members 1 minute at each station and then get them to move to the next verb station. You may even like to do your activity stations in the sunshine, and play some loud,

are doing dictation! The aim is to spell every word correctly!

1. I notice that the noise from the naughty kids has stopped.

2. The bridge was spanning the country of the nocturnal people.

3. The healthy knee ceremony included tying knots and kneading bread.

Ask your parent or carer to mark your work. If you make a mistake, write out that word correctly five times!!

happy music. Your teacher would love to see photos or videos of this... Have fun!

Movement break

Do a movement break

Chicken Dance - Maximo | GoNoodle

https://family.gonoodle.com/activities/chicken-dance

Do a movement break

Meow Moo Moo – Blazer Fresh | GoNoodle

https://family.gonoodle.com/activities/meow-moo-moo

Do a movement break

Never eat soggy waffles – The Best Tees | GoNoodle

https://family.gonoodle.com/activities/never-eat-soggy-waffles

Do a movement break

A-moose-ta-cha – Moose tube | GoNoodle

https://family.gonoodle.com/activities/a-moose-ta-cha

Do a movement break

I like to move it – Zumba Kids | GoNoodle

https://family.gonoodle.com/activities/i-like-to-move-it

English: Writing Action Verbs In procedural texts, we use:

• Simple present tense.

• Action verbs (e.g.: turn, put, mix, cut, stir, spread, whisk)

• Connectives (first, then, finally)

• Adverbial phrases (e.g. for five minutes, 2 centimetres from the top, chop finely)

English: Writing Purpose of a procedural text

• A procedure is made up of tasks that you want someone to follow. A procedure is a specific, step-by-step description of what to do.

• A procedural text describes how something is achieved through a sequence of actions or steps. It explains how people

English: Writing What is a procedure? https://www.youtube.com/watch?v=xvGeBcfysDo Remember to:

1. Write in the present tense.

2. Use imperative verbs like 'do' or 'go'.

3. Structure your points in order, so the instructions are easier to follow.

4. Use words relating to the topic.

English: Writing

Turn In task

We will focus on procedures in our feedback Zoom this week.

https://www.youtube.co/watch?v=dDIZM9Ky_aM Using the procedural plan at the end of the framework, you are going to write a procedural text with instructions for making fruit salad and

English: Touch typing

Follow the link below to a touch-typing website to practise your typing skills.

https://www.typingclub.com

Scroll down and select one of the typing lessons.

Please use Google Chrome as a browser for this link. If you do not have Google Chrome, see instructions at the bottom of our earlier frameworks to

Powerful Verbs! Verbs are the most powerful words in the English language. A verb is the only word required in a sentence. Stop. Think. Go. Look. Wait. You can use a verb to make a one-word sentence. Play the following Verb card game:

perform different processes.

• A procedural text uses simple present tense with action verbs and conjunctions such as first, second, then, next, finally, etc.

• They can be a set of instructions or directions.

The structure of a procedural text is:

• Goal/aim (or title) e.g. How to make a kite

• Materials, ingredients and/or utensils used in the process. E.g. Eggs, oil, milk, onions and a frying pan are required to cook an omelette.

• Steps (the actions that must be taken) (e.g : first, wash the tomatoes, onion, secondly cut the onions into slices.)

Example of Procedure: How to make a sandwich (aim/goal) You need (materials) * 2 slices of bread * Peanut butter * a banana

5. Use time conjunctions. (Firstly, then, lastly)

6. Finally, be explicit. Task: Underline the action verbs (red), adverbs (blue), adverbial phrases telling where, when or how (green). A full size copy of the worksheet is at the end of the framework.

yoghurt. You may like to make this tonight for dessert. Remember to:

• Plan your writing on the planning sheet.

• List all of your ingredients and the utensils you require.

• Number your steps and order them clearly.

• Use action verbs. • Read your work and

edit it thoroughly.

navigate through the student portal.

Optional: Use the tracking sheet from last week to record your progress.

Complete the following worksheet:

* Honey What you should do (steps)

1. Take two slices of bread.

2. Spread peanut butter. 3. Cut up a banana into

small slices and put them on one of the slices.

4. Pour some honey over the bananas.

5. Put the other slice of bread on top.

Task: Write out a recipe for tonight's dinner. Ensure you write it under the headings:

• Aim/goal/title • Ingredients/utensils • Steps

Extension: You may like to make this recipe for your family tonight. Remember to follow the instructions carefully and don’t forget to send a picture to your teacher.

Break Morning Tea Break Morning Tea Break Morning Tea Break Morning Tea Break Morning Tea Break

Middle Mathematics:

Turn In task

Watch the following video to introduce our topic of fractions and decimals for the week.

https://tinyurl.com/6xvz8rwy

On your Google Classroom, your teacher has added a PowerPoint for today’s Maths lesson.

Open the PowerPoint and listen to the instructions from Mrs Turner.

If you require any worksheets for the activities, they will be at the bottom of the framework.

Mathematics:

On your Google Classroom, your teacher has added a PowerPoint for today’s Maths lesson.

Open the PowerPoint and listen to the instructions from Mrs Turner.

If you require any worksheets for the activities, they will be at the bottom of the framework.

Mathematics:

On your Google Classroom, your teacher has added a PowerPoint for today’s Maths lesson.

Open the PowerPoint and listen to the instructions from Mrs Turner.

If you require any worksheets for the activities, they will be at the bottom of the framework.

Mathematics:

Today we are learning about the chance of events happening.

Some events are dependent on the event before.

For example:

Event 1- Mum started the car.

Event 2 (dependent)-She drove to the shops.

Some events are independent of the previous event.

For example:

Event1- I rolled the dice for a 6.

Event 2 (independent)- I rolled the dice for another 6.

Mathematics: Today we are learning to represent outcomes of games of chance and describe their chance of occurring as ‘never’, ‘unlikely’, ‘even chance’, ‘likely’ or ‘certain’. Probability is the measure of chance. The chance of an event happening can range from ‘never’ to ‘certain’. Here are some examples: Never-You will roll a 7 on a 6 sided dice. Unlikely-You win the lottery. Even chance-You toss a coin for a head. Likely- A cyclone forms off northern Australia this summer.

To decide whether the second event is independent or dependent ask yourself, ‘Does the first event have to happen before the second event will be able to?’

If the first event has to happen, the second event is dependent.

If the first event does not have to happen, the second event is independent.

Last month was July.

This month is August (dependent).

I tossed a coin and it landed on heads.

I tossed a coin and got heads again (independent).

Scroll down to the bottom of the framework.

There is an attachment there where you can practise to identify dependent and independent chance events.

Certain-This is our learning from home activity for today.

Example:

Scroll to the bottom of the framework and try the

activities on the Probability worksheet.

Mathematics: Mathletics

Complete a Mathletics activity of your choice.

Mathematics: Mathletics

Complete a Mathletics activity of your choice.

Mathematics: Mathletics

Complete a Mathletics activity of your choice.

Mathematics: Mathletics

Complete a Mathletics activity of your choice.

Mathematics: Mathletics

Complete a Mathletics activity of your choice.

Mindfulness break

Do a mindfulness activity

Chin Up - Flow | GoNoodle

https://family.gonoodle.com/activities/chin-up

Do a mindfulness activity

See attached PDF for all task cards.

Do a mindfulness activity

From Mindless to Mindful - Flow | GoNoodle

https://family.gonoodle.com/activities/from-mindless-to-mindful

Do a mindfulness activity

See attached PDF for all task cards.

Do a mindfulness activity

Let’s Unwind - Flow | GoNoodle

https://family.gonoodle.com/activities/lets-unwind

Drama

Warm up

Watch the video and warm up physically.

https://www.youtube.com/watch?v=Et0RGcrgkpA

Game

Science

Launch: Think about the features of a night-time sky. Think about the moon as a dominant feature in a night-time sky.

Using Google to research the moon, answer the following questions:

1. Is the moon bigger than Earth?

PDHPE

Healthy Snacks

Who enjoys a snack? I know I do but we need to be careful to choose healthy snacks most of the time!! Check out this interactive website on snacking: https://healthpoweredkids.org/smartboard/snack/story_html5.html

Creative arts: Music

Practice creating a soundscape of a storm at home with your parent/sibling. 1. First you silently rub your fingers together, and ask your sibling or parent to do the same. 2. Then you rub your two hands together, making a very soft sound, and they follow. 3. Ask them to continue

History

Turn In task

Last week we learned about what the convicts did and ate when they arrived in the colony. This week we are going to have a look at the original inhabitants of the place we call Sydney. Read the following ebook, “Meet the Eora” (this was uploaded with our framework for the week).

Choose one of the games from the video and play with your sibling, mum or dad.

https://www.youtube.com/watch?v=Yj6pxVYN0Do

Explore:

Practise and present a role-play from one of the scenarios at the end of the framework. Decide on characters and try to use authentic language and terms for those characters. Prepare and practise your scene.

Extension:

You may like to film your scenario and send it to your teacher.

2. Can you ever see the moon during the daytime?

3. Does the moon produce light?

4. Are there plants and animals on the moon?

5. Could humans live on the moon?

Watch the All About the Moon video on YouTube. After watching, answer the following questions:

1. How many moons does the Earth have?

2. What makes the moon ‘shine’?

3. Why does the moon seem to change shape each night?

Look at the information on the moon at the bottom of the framework.

Explore: The phases of the moon are the shape of the moon’s face that is visible from Earth and are opposite to each other in the two hemispheres of Earth, but we will focus on the Southern Hemisphere.

1. Answer the true or false questions on slide 14.

Now demonstrate your knowledge by designing three healthy snacks.

You might like to make a poster, or a PowerPoint or Google doc to show me what you have learned. Mrs Baldi might be able to display the best ideas on School Dojo or in the Natter.

The snacks can be for lunch boxes or for eating at home.

The following websites might help you in your quest for healthy snacks:

https://healthy-kids.com.au/kids/primary-school/diy-snack-ideas/

https://www.sportsdietitians.com.au/sda-blog/best-tips-stop-hangry-active-kids/

making these soft sounds as you very softly clap your hands together while they follow, the noise level should still be pretty quiet. 4. Then start clicking your fingers. 5. Now go back to clapping and clap a little louder than you were clicking. 6. Then a little louder. 7. Then clap loudly. 8. Then stomp your feet and clap, making a lot of noise. 9. Now do it in reverse and get your sibling or parent to follow you once you reach the same action as them. Keep reducing the noise gradually until it is silent again.

Choose one of the Eora people from the ebook. Use the links below (on the framework), read more about your chosen person and answer these questions:

1) What do we know about this person?

2)Did this person get along well with the colonists? (Was she/he friendly? Or was he/she angry?)

3)Did the relationship stay the same or did it change over time? What made it change?

4)How do we know what we know? (Whose records are we using?)

These Eora people should be more famous than they are – they lived an incredible turning point in the history of this ancient continent.

Middle English: Reading Eggspress

Work on your Reading Eggs level

English: Reading Eggspress

Work on your Reading Eggs level

English: Reading Eggspress

Work on your Reading Eggs level

2. Cut out and correctly label the phases of the moon on the worksheet for the Southern Hemisphere.

(Look at the posters of the moons phases at the bottom of the framework to assist you.) Extension:

Draw and label a diagram of the phases of the moon for the Southern Hemisphere.

Break Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break

Afternoon Grow Your Mind

Episode 6 The Secret to Living to 100.

Listen to this podcast.

https://open.spotify.com/episode/02yImLZB2R6vvXaWT7PZ5b

Colour in the picture attached to this framework as you listen.

PE Mr Moran

Over the next few weeks, challenge yourself to improve your swimming with the supervision of an adult. If you have a wetsuit, I would recommend wearing it. Put on a swimming cap and goggles and head down to Newport Pool. The best time is around sunrise, but whatever time suits you and your family.

Make sure you’re breathing on both sides and remember to kick, try to get into a rhythm.

Depending on your swimming level, try to swim 5-10 laps

Wellbeing Wednesday Second Step Lesson 15: Handling put-downs. See notes and home link activity below.

School Assembly

See the video in the stream of our Google Classroom uploaded today.

PBL These are the tasks you should be focusing on this week:

1. Create a Google Doc in your GC and write down your manager, your group name, what products you are each going to be making with pictures or photos.

2. Considering what you have learned in procedure writing this week, use the following worksheet to write a procedure for your prototype/ market day product. A full-size worksheet is

Sport Mr Moran would like you to work on the Newport Olympic Challenges.

You can access these on the link on our Google Stream.

slowly to warm up, you’ll get used to the cold. Repeat this 2-4 times.

Extensions 1 Then add some sprints - swim 50m as fast as you can and slowly breaststroke back. Wait till you’ve recovered and repeat 5-10 times.

Extension 2 If you like swimming, do 2-3 100m sprints with a 30 second recovery in-between.

Extension 3 Swim 2-3 x 200m where each lap gets quicker. 1 minute rest in between.

Extension 4 Swim 5-10 laps slowly to cool down. Swim a lap of breaststroke and back stroke.

If it’s a calm day try an ocean swim with mum or dad. Swim just about past the breakers and swim across the beach.

If swimming isn’t for you. Try running this in the soft sand where each lap is 50m.

Use the code 47dlgjx to upload your results to the Newport Olympic Challenges Google Classroom when you are finished.

at the end of the framework.

Spelling Words

Words starting with “GN” and “KN”....in these words, the G or K is silent so we don’t say that sound. KNOT sounds like NOT

Sight Families Rule Theme Extension one notice noise nearly naughty

spanning scanning beginning announce announcing

knowledge knead knot knee knew

country anthropology artefacts ceremony invasion

nationality nocturnal millennium gnome neutral

Digging in the Dictionary

Write your spelling word in the first column, the definition from a dictionary in the second and use the word in a sentence in the third

column. See the worksheet on the next page.

Spelling Word Definition Sentence

Lesson 15: Handling put-downs

Why This Lesson Matters Insults and mean comments are common causes of conflict among students. Put-downs can lead to serious problems and even fights if handled poorly. Students can keep their emotions under control by applying the Calming-Down Steps, which give them a chance to think through the situation and improve their ability to handle put-downs and escalating conflicts. Being able to keep strong emotional reactions in check can be important for students who are bullied, since sometimes a strong emotional reaction rewards the person bullying and makes further mistreatment more likely.

The objectives of this activity are to:

• Identify strategies for handling put-downs • Demonstrate what they’ve learned about strategies for calming down • Demonstrate assertive responses to put-downs

It is important for students to learn that calming down helps them to handle put-downs and avoids conflicts escalating.

See the home link task for your child to practise this skill this week.

DRAMA SCENARIOS

Websites to investigate for research into Eora people at the time of the First Fleet’s landing in New South Wales.

Bennelong (Woollarawarre)

Wangal clan (part of Eora people)

c. 1764 – 1813

http://www.sydneybarani.com.au/sites/bennelong/

http://www.dictionaryofsydney.org/entry/woollarawarre_bennelong

http://ia.anu.edu.au/biography/bennelong-1769

http://findingbennelong.com/

Pemulwuy

Bidjigal clan (part of Eora people)

c.1750 - 1802

http://www.sydneybarani.com.au/sites/pemulwuy/

http://ia.anu.edu.au/biography/pemulwuy-13147

http://dictionaryofsydney.org/entry/pemulwuy

Barangaroo

Garigal clan (part of Eora people)

http://www.dictionaryofsydney.org/entry/barangaroo_and_the_eora_fisherwomen

Arabanoo

clan unknown (part of Eora people)

c1760-89

http://www.sydneybarani.com.au/sites/arabanoo/

http://www.dictionaryofsydney.org/entry/arabanoo

Colebee

Cadigal clan (part of Eora people)

c1760-1806

http://ia.anu.edu.au/biography/colebe-1909

http://www.dictionaryofsydney.org/entry/colebee

http://www.sydneybarani.com.au/sites/colebee/

Patyegrarang

http://www.williamdawes.org/patyegarang.html

Wednesday Reading activity: