Bellambi Public School Year 1 Sailors Learning from Home ...

Bellambi Public School

Year 1 Sailors

Learning from Home Package

What is in the package:

Remote learning guidelines for students and parents

Learning environment checklist

Some activities for home

Weekly Timetables

Learning from Home Grids

How to use the package:

Timetables are in 3 weekly blocks.

Reading/Writing and Maths grids cover 5 weeks of

work.

Other KLAs cover whole terms work.

PLEASE FOLLOW THE TIMETABLES FOR WEEKLY LEARNING

1 Sailors - LEARNING FROM HOME GRIDS

1

Reading and Writing:

INSTRUCTIONS: Watch the “Book of the Week” video on SeeSaw or story of your own choosing at home, and complete an activity from the grid every day. Students must complete in a workbook and take a photo to upload onto Seesaw.

BOOK ACTIVITIES

ANZAC Ted

Week 1 28/04 - 1/05

Reading: Draw a picture of ANZAC Ted and label your picture using adjectives. Think of colours, size, how he feels etc.

Reading: Draw a picture for the beginning, middle and end of the story. Use your pictures to retell your story to an adult and post a video to SeeSaw

Writing: Using your labelled picture of ANZAC Ted, write a sentence or more describing ANZAC Ted.

Eg. ANZAC Ted is a soft, brown bear. He is old and dirty.

Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Choose one of your pictures (beginning, middle or end of the story) and write a sentence about your picture. Practice writing the word ‘and’. Use one of these sentence starters:

ANZAC Ted is _______ and he _______.

ANZAC Ted likes to _________ and _________.

The war was ________ and _________.



2

Writing: Practice writing these words: went to Copy this sentence: ANZAC Ted went to war. Re-write the sentence changing the last word. ANZAC Ted went to ______. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Possum Magic

Week 2 4/05 - 8/05

Reading: Before listening to the story, draw a picture or write a sentence about what you think will happen in this story.

Reading: Complete the ‘My Story Map’ activity on SeeSaw or on the worksheet provided. Draw or write in each box.

Writing: Practice writing these words: she likes have Choose a character from the story and write a description using adjectives. You can describe what they look like or how they act. E.g. Hush is a cute little possum. She likes to have fun. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Imagine that you were invisible. What would you do? Draw a picture as a plan for writing tomorrow. You might like to label your picture with some words you could use in your writing.


3


Writing: Using your planning, write a sentence or more about what you would do if you were invisible like Hush. Use this sentence starter: If I were invisible, I would… Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Wombat Stew

Week 3 11/05 - 15/05

Reading: Draw a picture of character in the story and label your picture using adjectives. Think of colours, size, how he feels etc.

Reading: Complete the ‘My Story Map’ activity on SeeSaw or on the worksheet provided. Draw or write in each box.

Writing: Practice writing these words: has and Choose a character from the story and write a description using adjectives. You can describe what they look like or how they act. E.g. Wombat has sharp teeth and a pointy nose. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Imagine you were making a special stew. Draw a picture of your ingredients as a plan for tomorrow’s writing. Get creative and think of some weird and wonderful ingredients for your stew, such as old bubblegum, slimy slugs or stinky bananas. Label your ingredients.


4


Writing: Using your planning, write a sentence or more about the ingredients in your stew. Use this sentence starter: In my stew, I have… Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Sebastian Lives in a Hat

Week 4 18/04 - 22/04

Reading: Draw a picture of your favourite part in the story. Label your picture.

Reading: Sebastian outgrew his hat. Design a new home for Sebastian. Draw and label your design.

Writing: Have you ever had to take care of an animal before? Maybe it was a pet or injured wildlife. Write a sentence or more about caring for that animal. E.g. I help look after my cat by putting food in its bowl. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: We learn lots of facts about wombats in the story. Write a sentence or more about wombats. You could use the internet with an adult to look up extra information about wombats. E.g. Wombats are big and brown. Mother wombats have a pouch. Baby wombats drink milk. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Practice writing the words: when his was Imagine how Sebastian felt when he was left alone in his mother’s pouch. Write a sentence or more about how Sebastian must have felt. E.g. Sebastian felt sad and lonely when his mum was hurt.. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds


5

Edward the Emu

Week 5 25/05 - 29/05

Reading: Before listening to the story, draw a picture or write a sentence about what you think will happen in this story. After listening to the story, compare you predictions. Were you correct?

Reading: Draw a map of Edward’s route through the zoo and the animals he saw along the way.

Writing: Edward wanted to be like the other animals in the zoo. What would you like to be when you grow up. Write a sentence or more using this sentence starter: When I grow up, I want to….. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds

Writing: Edward was an emu Write a sentence or more about emus. You could use the internet with an adult to look up extra information about emus. E.g. Emus are tall and have a long neck. They lay eggs. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.

Writing: Edward visits a different animal each day. Write a diary entry for something you have done this week. E.g. On Tuesday, I helped my mum put out the washing. It was fun. Use your butterfly chart and have a go at sounding out the word yourself. Write as many sounds as you can hear. Don’t worry if you can’t hear all the sounds.


6

Speaking and Listening (This is Me! Speeches):

INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson Students must complete in a workbook and take a photo to

upload onto Seesaw.

Lesson 1 Lesson 2 Lesson 3 Lesson 4

What is a speech?

Have a look at Miss Lewis’s

example of a ‘This is Me!’

speech.

Ask your parents if they have

ever given a speech before.

What was it for? How did

they go?

Let’s start writing your speech!

Finish these sentences with

something about you.

I am…

I feel…

Take a photo of your work and

upload to SeeSaw.



I love…

I hate…


upload to SeeSaw.

Halfway there! Finish these sentences

with something about you.

I need…

I want…

Take a photo of your work and upload

to SeeSaw.

Lesson 5 Lesson 6 Lesson 7 Lesson 8



I fear…

I dream…

Take a photo of your work

and upload to SeeSaw.

Let’s finish our speeches! Finish

these sentences with something

about you.

I think…

I am…


upload to SeeSaw.

Publish your sentences on the

worksheet provided.

Practice delivering your speech.

Remember to use eye contact

and a clear, loud speaking

voice.

Practice and present. Upload a video

of you delivering your speech and a

photo of your published speech to

SeeSaw.


7

Spelling:

INSTRUCTIONS: On the timetabled days, choose one spelling activity from the grid to complete using your spelling words from this week's Sound Waves list words. Students must complete in a workbook and take a photo to upload onto Seesaw.

Write your list words in Rainbow Writing.

Roll out some playdough and use a toothpick or the end of a pencil to write

your words.

Practice typing out your spelling words

on a Word Doc.

Write out your words in pencil and trace over them with a

highlighter / texta.

Draw a hopscotch board. Put a word in each box. Say and

spell that word when you land in the box.

Make your words out of cooked spaghetti

or sticks.

Play the games on SoundWaves.

Make your spelling words out of playdough.

Draw a picture for 5 of your list words.

Use water and a paintbrush to paint your spelling words

on concrete.

Write your words in chalk around the

backyard.

Clap all your spelling words. How many claps/syllables in

each word?

Count the sounds in your spelling words. Can you segment

each word into sounds? (Segmenting tool on SoundWaves)

Tap out your spelling words using the back of 2 spoons. Each tap is a different sound.

Make your spelling words by cutting out

letters from a magazine or catalogue.

Create flashcards of your words. Have

your parents or sibling test you by holding up the flashcard.

Write the letters of the alphabet on

rocks, bottlecaps, squares of paper etc.

Make your spelling words using these

letters.

With a skipping rope or leaping, spell out

your words. Each jump/leap is a different letter.


8

Practice your spelling words using Look - Say - Cover -

Write - Check.

Find your spelling words in storybooks,

on packaging, in catalogues and

around your home.

Write out your spelling words. Trace

the vowels.

a e i o u

Use your finger to write your spelling

words on a partner’s back. See if they can

guess your words.

Spell your words out while bouncing a

ball. Each bounce is the next letter.

Make a word wall with your spelling

words somewhere in your house. You may

like to use post it notes or coloured

paper. Each time you walk past them, say

the words.


9

Maths:

INSTRUCTIONS: Follow the weekly grid to complete your chosen maths activity. Students must complete in a workbook and take a photo to upload onto Seesaw.

Weel 1: 28/04 -

1/05

Number of the Week:

5

Complete on activity template

on SeeSaw

Counting on. Using number

cards, turn over the top card and count that many counters. Draw your counters in your workbook. Count on from

that number to 30. Write the

sequence of numbers in your

workbook.

Repeat 4 times.

Challenge: count up to 50.

Count and Write: Complete the

‘Count and Write’ assigned activity on

SeeSaw.

Count the objects and write the

number of pictures.

Studyladder Activities

Login to studyladder and complete

assigned activities.

Shape Hunt. Take a walk and

find things that are shaped like squares,

triangles and rectangles. Draw

the objects you find in your book. Which shape was the most

common? Which was the least?

Money Sort a set of coins smallest to largest

value. 5c to $2

Put your coins under paper and do a

rubbing to show the order.

Week 2: 4/05 - 8/05

Number of the Week:

8


on

Number Lines. Arrange your

number cards in a number line (1-20).

Close your eyes, have a partner turn over some numbers. Guess which numbers

are missing using

Addition: Using 10 counters (or objects) make number stories of

10. E.g.

OOO + OOOOOOO = 10

(say “3 and 7 more makes 10”

Studyladder Activties



Extend a Pattern:

Complete the ‘Extend a Pattern’

activity assigned on SeeSaw.

2D Shapes: Draw a superhero and city using 2D shapes. Include a list of the shapes you have used.


10

SeeSaw your before and after numbers. E.g. “I know 3 is missing because it comes after 2 and before

4.”

or “3 + 7 = 10”). Draw your number

stories in your workbook.

Repeat 4 times.

Week 3: 11/05 - 15/05

Number of the Week:

3


on SeeSaw

Guess my Number: Think of a number between 0 and 10.

Make up 4 clues about your

number. Can a friend or family member guess your number?

Repeat 5 times.

Backwards Number Lines.

Arrange your number cards in a number line (20-1).

Close your eyes, have a partner turn over some numbers.

Guess which numbers are missing

using your before and after numbers.

E.g. “I know 3 is missing because it comes after 2 and

before 4.”




Roll and Trace a Shape:

Complete the ‘Roll

and Trace a Shape’ activity assigned on

SeeSaw.

Hundred Chart Practice counting

to 100 on your Hundreds Chart.

Can you count

backwards for from 30?

Can you record the number that comes

before and after: 11? 17? 20? 25? 29?

Week 4: 18/05 - 22/05

Number of the Week:

10

Before and After: Flip two number

cards and record the 2-digit number

made. Record the

number before and after. You can use your hundred

Patterns: Create a pattern by

drawing shapes.

Complete the ‘Repeating

Patterns’ Worksheet

Studyladder Activties:



Combination to 10. Using number cards,

Turn over the top card and put that

many counters in a ten frame. How

many more to make ten?

Repeat the task.

Ten Frame: Roll a dice, put that number of counters on a ten frame. Roll again and add that number of counters

to the ten frame. Roll again until the

ten frame is full.


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chart to help you.

Repeat 5 times.

on SeeSaw.

How many combinations are

there to make ten? Using number cards (1-10), turn over one card. Find its friend

to make 10.

Record your combinations by

drawing and writing the numbers you used to make 10.

Week 5: 25/05 - 29/05

Number of the Week:

7


on SeeSaw

Part - Part - Whole: Complete the

“Part/Whole to 5” assigned activity

on SeeSaw.

Can you draw your own Part-Part-

Whole number stories?

Before and After: Flip two number

cards and record the 2-digit number

made. Record the number

before and after. You can use your hundred chart to

help you.

Repeat 5 times.




Number Hunt: Count forward from

0 to 10. Count backwards from 10 to 0. Find any items around your house

with numbers on them between 1 and 10. Can you

put them in order?

Addition: Using 10 counters (or objects) make

number stories of 10. E.g.

OOO + OOOOOOO = 10 (say “3 and 7 more makes 10” or “3 + 7 = 10”).

Draw your number

stories in your workbook.


12

Creative and Performing Arts (CAPA):

INSTRUCTIONS: Weekly, choose one CAPA activity from the grid to complete. Students must complete in a workbook and take a photo to upload onto Seesaw.

VISUAL ARTS DANCE DRAMA MUSIC

Autumn Colours On a piece of paper draw

black lines in different directions.

Use either crayons, texta, coloured pencils or paint to fill

in the spaces (see example below).

Freeze Dance Have someone play some

music for you to dance to like you can’t stop. When the music

stops you need to freeze and pose.

Can the person playing the music guess what pose you

have created. E.g. an animal, a superhero

Repeat and take turns playing the music or dancing.

Act Out a Story Choose a favourite story. List the characters and setting

(where the story takes place). Using playdough, paper or lego

make your characters. Design and make the setting

out of materials from your home. E.g. If you want to make

a mountain you could use a pillow.

Retell the story using the props you have made.

Body Percussion How many different sounds can you make with different parts of your body? (e.g. whistle, clicking

fingers, hands on knees). Using the different sounds, make a song

and perform to your family.

Can you name and label these percussion instruments?

Autumn Lion Collect some autumn leaves.

Draw a face of a lion on a piece of paper or paper plate (see example below). Arrange and glue the leaves around to

resemble the lion’s mane.

Create a Dance Choose a favourite song and create a dance to it. Perform

your dance for your family. Upload a video to SeeSaw.

Miming Emotions Using a mirror practise showing

emotions such as: happy, sad, angry, surprised,

nervous, excited With a partner guess what

emotion your partner is feeling.

Composing a Song

Decide on 4 key sounds, this


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You may like to get creative and come up with your own

animal leaf artwork.

may include; stomping, clapping, hitting, tapping, etc. Draw a key using shapes. Using these shapes draw a pattern to

create a song. Try playing your song and

perform it to someone in your family.

You may like to compose a second song.

Mother’s Day Card Using craft materials you may

have at home make and create a special Mother’s day

card for mum or nan or someone special to you.

Write a special message inside your card.

Mother’s day is on Sunday 10 May

Miss Lewis’s Dance School Watch Miss Lewis video and

learn the routine. Practice and teach the steps to your family.

Make a video of yourself. Upload your video to SeeSaw.

Dress Ups Design a costume for a

character using clothing and props you can find around your

home. Dress up as your character.

Tell me who you are? What you do? And what is special about

you?

Homemade Instruments Use a box (e.g. tissue box) and some elastic bands to create a guitar. Colour and design the

‘guitar’. Experiment with pulling the elastic band up different

lengths to make different sounds.


14

Geography (Features of Places):

INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to upload onto Seesaw.

Lesson 1 - Natural and Built Features Lesson 2 - Features Around your Home Lesson 3 - Making a Model of a Place

1. Watch the video - natural and built places

2. What is a natural and built feature? - A natural feature is all living and nonliving things or places that have been around before humans e.g. mountains, forests, beaches. - A built feature is something that has been made by humans (e.g. schools, houses, buildings. 3. Look at the Natural and Built Features

and pick 4 to draw + label.

Walk around your home, write down and draw/take photos of all the natural and built features you see. Make a list of things you see and tell a parent. Draw a map of your home as if you were a bird flying over. Draw the house, the rooms, and the front yard/backyard. Label all the built features in red and the ‘natural’ things in green.

Use lego, boxes or blocks to build a model of your street or town you live in. Talk about what the buildings would be used for and what else you might add to the model. Add in any natural features around your home. For example a park, beach or creek. Take a photo of your model from different views:

1. Looking along the street 2. From directly above

Lesson 4 - Using Places in Different Ways Lesson 5 - Places that Change Lesson 6 - How Weather Affects Places

With a parent, walk around your street/park, make a list and draw the natural and built features you see. For example, I walked to Bellambi beach and I saw: Natural features - sand, grass, rocks... Built features - playground, toilets, pool… Write down the different ways the features you saw can be used. For example: Beach The beach can be used to go swimming and surfing, digging in the sand and playing with the ball.

Use the images of Sydney harbour to describe the changes to the natural and built features of the city over the years. Think of a place you would like to change (e.g. classroom, school, bedroom). Draw and label a picture of how you would like it to change. Look at the pictures to help make a mindmap of different ways places may change (e.g.natural - floods, earthquakes, built - knocking down old houses, building new houses).

In your workbook make a list of ‘weather words’ that you have seen, heard or felt before e.g. rain, wind, sunshine, thunder….. Draw a picture and label 3 ways in which ‘weather’ affects places around the world (floods, heat waves, tornadoes, storms etc.). Watch the video and list 3 V.I.P’s (Very Important Points) about one of the weather types mentioned.

https://www.youtube.com/watch?v=mXh8e2m6qSM

https://www.youtube.com/watch?v=mXh8e2m6qSM

https://www.gtansw.org.au/geography-alive/files/S1T1U1/3.%20Lesson%201%20Resource%20ppt.pdf

https://www.gtansw.org.au/geography-alive/files/S1T1U1/9.%20Lesson%204%20Resource%20Sheet%201.pdf

https://www.gtansw.org.au/geography-alive/files/S1T1U1/10.%20Lesson%204%20Resource%20Sheet%202.pdf

https://www.youtube.com/watch?v=QVZExLO0MWA


15

Lesson 7 - Special Places Lesson 8 - Locating Places Lesson 9 - Investigation: Built or Natural Place

Watch the youtube clip of Uluru. Write down some facts about Uluru (hint: some facts found in the video). Others may be found here. Answer the questions:

- Where is Uluru? - Is it a natural or built feature? - How big is it? - How can we look after it? - Fun fact about uluru.

Draw and label a picture of Uluru in the day.

Listen to the story: Me on a map. Draw a map how you would get from your place to school. Try drawing it like you are looking down from an aeroplane. Draw and label all the natural and built features you go past on the way to school.

Pick a natural or built feature of your choosing or one from the examples below.

- The Great Barrier Reef - Sydney Harbour bridge - Great Wall of China - Mount Everest

Draw a picture of your place and answer the following questions:

- What is it? - Where is it? - Is it natural or built? - When was it created? - Three fun facts.

https://www.youtube.com/watch?v=CMJ9Ixheamg

https://easyscienceforkids.com/all-about-uluru-australian-ayers-rock/

https://www.youtube.com/watch?v=21keh7LS8K8

https://www.sciencekids.co.nz/sciencefacts/earth/greatbarrierreef.html

https://kidzfeed.com/sydney-harbour-bridge-facts-for-kids/

https://www.sciencekids.co.nz/sciencefacts/engineering/greatwallofchina.html

https://www.sciencekids.co.nz/sciencefacts/earth/mounteverest.html


16

PD/Health (Safety):

INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to upload onto Seesaw.

Stage 1 - ‘Safety’

Lesson 1 - Safe and Unsafe Lesson 2 - Keeping Myself Safe Lesson 3 - Hazards in my Home

Draw two outlines of a person. One is Safe and the other is Unsafe

Draw and label on the outlines the ways our body reacts when we feel Safe and Unsafe. E.g. Safe: happy smile on my face - draw abig smiling face. Unsafe: butterflies in mytummy - draw butterflies on the outlinestummy.

Sometimes we have to make quick decisions to keep ourselves safe. Something can look fun or exciting can be unsafe and we have to be strong and make the right decision.

Draw or write what you could do to stay safe in these situations:

● What if a big kid said, ‘Give meyour money’?

● What if your friends were saying,‘Come on! Jump off the top ofthe climbing equipment’?

● What if your brother told you to letthe dog out?

● What if you need to cross theroad, but the traffic lights are toofar away?

Hazards and risks are something that could be dangerous around us or something that could hurt us. They are something that is unsafe.

Brainstorm a list of hazards that may be in your home. Walk around and see if you can spot anything that could be dangerous or hurt someone.

Draw a picture of five hazards you have found.

E.g. power cord I could trip over, cleaningchemicals in easy to reach cupboards.

Lesson 4 - Making my Home Safe Lesson 5 - Rules Keep me Safe. Lesson 6 - Crossing Safety

Choose one hazard from the list you made in Lesson 1. Make a poster to display near the hazard.

Your poster must include: ● What is the hazard?● Why is it dangerous?● How can we be safe around the

Make a list of rules you have at home or school that keep you safe. If you are unsure, talk to your parents or an adult about rules they have put in place to keep you safe.

Why do we have rules? What would happen without them?

What is a pedestrian? Look at pictures on the computer of a pedestrian. Do you have to cross a road to get to school? Write the name of the roads you cross. Do these roads have pedestrian crossings or traffic lights?

Did you know: You have to hold an adults


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hazard? ● A picture of the hazard. Draw and write about how these rules

keep you safe at home or school.

hand while crossing the road until you are 10 years old.

Draw/paint a picture of yourself holding hands with a grown-up and complete the sentence ‘It’s important to hold a grown-ups hand because……’

Lesson 7 - Crossing Safety Lesson 8 - Sun Safety Lesson 9 - Bike Safety

We use the words Stop! Look! Listen! Think!, when talking about how to cross the road safely.

What do each of those words mean when crossing the road? Draw a picture of what to do for each word.

Practise the procedure in your house or yard. Mark out the road and kerbs using chalk, skipping ropes or something similar. Ask an adult or sibling to help you. Llink hands as you practise and say ‘Always hold a grown-up’s hand’.

Watch this video on Sun Safety.

Make a tv commercial and act it out for your family to teach them Slop, Slop, Slap, Seek, Slide. Have someone film your commercial and upload it to SeeSaw.

Think about the last time you rode a bike. ● Did you remember to wear a

helmet?● How does a helmet keep you safe?● What could happen if you fell off

your bike and hit your head whenyou weren’t wearing a helmet?

Design a new bike helmet that looks fantastic but is also safe and strong to protect your head.

https://www.sunsmart.com.au/tools/videos/current-tv-campaigns/slip-slop-slap-seek-slide-sid-seagull.html

https://www.sunsmart.com.au/tools/videos/current-tv-campaigns/slip-slop-slap-seek-slide-sid-seagull.html


18

Science (Living Things)

INSTRUCTIONS: Follow the weekly timetable and complete the assigned lesson. Students must complete in a workbook and take a photo to

upload onto Seesaw.

SCIENCE - Lesson 1 SCIENCE - Lesson 2 SCIENCE - Lesson 3

What am I? Natural and man-made

living things.

Make up a game about different

living things. Write down clues for

each one and have a family

member guess them

Eg- I am a natural living thing, I am

green, I grow outside, I am a plant, I

need to be mown, Kids play on me.

What am I? (Answer Grass)

Animals live in different places

because they need different food,

shelter and protection for their

family.

Think of some animals and the

homes that they live in (eg birds in a

nest, koala in a tree, dog in a

kennel)

Choose 5 animals and draw them in

their home. Label each drawing.

Animals live in different places because they need different

food, shelter and protection for their family.

Design a home for an animal to live it. Choose your animal

and what kind of home they may need. Eg dog-kennel, snail-

garden structure, bird- nest.

Draw your design and label it.

SCIENCE - Lesson 4 SCIENCE - Lesson 5 SCIENCE - Lesson 6

Living things make lots of sounds.

Walk around your house and

garden and record the

noises/sounds of living things you

can hear. Make a list of the sounds

you hear and what living thing

makes this sound..

Living Things creativity

Collect living things from around

your garden/yard and make a

picture. Take a photo and upload it

to Seesaw.

Living and Non Living Playground

Design a new play area for students. Include both living and

nonliving things in your play area. Also include man-made

and natural things. Write about your play area describing the

things in it, what they will be used for and how your play area

will need to be cared for. Draw a picture of your new play

area and label it.

E.g.

My playground has a cubby house. It is a non living manmade

structure. It is used for children to play in.

It has a flower garden which is a natural living part of my

playground. To help look after this area we will need to water

plants in the garden.

My playground has a climbing frame and a swing. It is a man-

made structure. Children can climb on it.

19

Library:

INSTRUCTIONS: Follow the weekly timetable and pick an activity from the grid to complete. Students must complete in a workbook and take a

photo to upload onto Seesaw.

LIBRARY

Read a book of your choice.

Listen to Mrs Clarke’s book of the week on

Seesaw.

What is an Author and Illustrator? Discuss with a

family member.

Make a poster to recommend the book for

someone else to read. Include the Title, Author,

Illustrator, a picture and brief explanation of what

the book is about.

LIBRARY



Seesaw.

What is a character? Discuss with a family

member.

Draw the characters from the book.

Name each character, describe them

and write something exciting they do in

the story. Eg- Pig the tourist is a cheeky

dog who causes trouble as he travels the

world.

LIBRARY



Seesaw.

Choose a character from the book. They

have come to visit you. Plan 10 questions

you would like to ask them.

Interview a family member asking them the

questions you have planned and record

their answers.

LIBRARY


Listen to Mrs Clarkes book of the week on Seesaw

If you could be any character from the book

which one would you be and why?

Pretend you are this character and describe your

feelings, actions and appearance.

LIBRARY


Listen to Mrs Clarkes book of the week on

Seesaw

Write a new ending for the book. You may

add extra characters, change the setting

and how the story ends. Draw a picture of

your new ending.

LIBRARY


Listen to Mrs Clarkes book of the week on

Seesaw

Write a letter to a friend telling them why

they should read this book. Include things

such as why you liked it, what was funny,

which character was your favourite and

why.

Year 1 Sailors Week 1 Term 2 Weekly Timetable Morning Routine: Greeting, Values, Expectations, Announcements, Positive Primer (Game), What went well?

Daily Learning expected 3hrs per day + additional time for sports and physical activities, games

Week 1 Monday 27/04/2020

Tuesday 28/04/2020

Wednesday 29/04/2020

Thursday 30/04/2020

Friday 1/05/2020

1 hour session SDD SDD Reading/Writing-

Pick one grid activity

Spelling ‘u’ -world883


Reading/Writing- Pick one grid activity

Handwriting - ‘Rr’ Writing Time - See & Trace Handwriting Book p.22-23

Speeches Complete Lesson 1

Typing Tournament

Break

1 hour session SDD SDD PM Readers - 15min

Maths Pick one grid activity

PM Readers - 15min


PM Readers - 15min

Studyladder

Break

1 hour session SDD SDD Library Pick one grid activity

Geography Complete Lesson 1

PDH Complete Lesson 1

At school we do a ‘Brain Break’ every 30minutes. Below are some suggested Brain Breaks

Move to Learn Cosmic Yoga Brain Breaks Just Dance Fundamental Movement Skills

King/Shapes Be a Scientist

Syllable Stomp Eat Right

Time to Relax

Arnold the Ant Squish the Fish Spider Power

Cracker the Dragon Wonder

Minecraft

Finger Catch Mirrors

Paper Scissors Rock Simon Says

Frozen-Let It Go Dog Dance

Ghost Busters Old Town Road

Party Rock Anthem

Leap - watch & try outside Hop- watch & try outside

Dodge- watch & try outside Jump- watch & try outside

Balance- watch & try outside

Student You Tube - How to Use Seesaw: https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be

https://online.fireflyeducation.com.au/program/soundwaves1/unit/11/

https://online.fireflyeducation.com.au/services/student_login/writingtime

https://www.typingtournament.com/

https://www.studyladder.com.au/login/account

https://www.youtube.com/watch?v=tZzA_tbj1dY

https://movetolearnms.org/for-the-classroom/fitness-videos/be-a-scientist/

https://movetolearnms.org/for-the-classroom/fitness-videos-pre-k/syllable-stomp/

https://movetolearnms.org/for-the-classroom/fitness-videos/eat-right/

https://movetolearnms.org/for-the-classroom/fitness-videos/relax/

https://www.youtube.com/watch?v=iWowDC3x0hE

https://www.youtube.com/watch?v=LhYtcadR9nw

https://www.youtube.com/watch?v=fnO-lGEMOXk

https://www.youtube.com/watch?v=7NWzS2xziI4


https://www.youtube.com/watch?v=02E1468SdHg

https://www.youtube.com/watch?v=ERbdjlvg6dg

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

https://www.youtube.com/watch?v=RYgIVc5Jvjg

https://www.youtube.com/watch?v=dx6wHN0VsJo

https://www.youtube.com/watch?v=6h5LieoWoa4

https://www.youtube.com/watch?v=M9RtdIcOdxE&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3&t=0s

https://www.youtube.com/watch?v=Qsd9WKtyNk4&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=4

https://www.youtube.com/watch?v=ies4MpIXfHA&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=5

https://www.youtube.com/watch?v=Y-cs8F6hryw&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=9

https://www.youtube.com/watch?v=UJf5pUz7jlI&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=12

https://www.youtube.com/watch?v=g5jG9VoROFs&feature=youtu.be

Speech Example:

BLM WL10

Sound Waves 1 Black Line Masters © Barbara Murray and Terri Watson 2011 Firefl y Education ISBN 978 1 74135 149 1

mustjumpmuchduckcomesomelovedone

up usbutbusruncup

drumshut

u o

Week 1 Spelling List:

Week 1 Maths Grid Activity (also on SeeSaw)

Number of the Week - Week 1 (also on SeeSaw)

Complete if you cannot access Studyladder online.




Tuesday 5/05/2020

Wednesday 6/05/2020

Thursday 7/05/2020

Friday 8/05/2020

1 hour session Reading/Writing-


Spelling ‘h’ -world883



Spelling ‘h’ -world883



Spelling ‘j’ -world883



Handwriting - ‘Nn’ Writing Time - See & Trace Handwriting Book p.20-21


Typing Tournament

Break

1 hour session PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min

Studyladder

Break

1 hour session CAPA Pick one grid activity


Science Complete Lesson 1


Creative Play Pick one activity





Time to Relax



Minecraft





Party Rock Anthem

Side Gallop - watch & try outside Skip - watch & try outside

Sprint - watch & try outside Catch - watch & try outside

Kick - watch & try outside


https://online.fireflyeducation.com.au/program/soundwaves1/unit/12/1/







https://bellambi-p.schools.nsw.gov.au/content/dam/doe/sws/schools/b/bellambi-p/remote-learning/Some_activities_and_ideas_for_home_for_parents_of_primary_and_early_learners.pdf

















https://www.youtube.com/watch?v=D812EVCdy0w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=6

https://www.youtube.com/watch?v=AjGHUMnb3Zc&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=7

https://www.youtube.com/watch?v=2hU04IFAr7Q&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=8

https://www.youtube.com/watch?v=EPi7KFwwiJI&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=1

https://www.youtube.com/watch?v=ha3vUqH654w&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3


BLM WL11


jamjetjugjobjustjump

jumpedjumping

him hithill

homeherewhohave

having

j h

Week 2 Spelling List:

Extend a Pattern – Can you draw the next four shapes in the pattern?


Week 2 - Reading/Writing Grid Activity (also on SeeSaw)

Complete if you cannot access Studyladder online




Tuesday 12/05/2020

Wednesday 13/05/2020

Thursday 14/05/2020

Friday 15/05/2020

1 hour session Reading/Writing-


Spelling ‘s’ -world883









Handwriting - ‘Hh’ Writing Time - See & Trace Handwriting Book p.24-25


Typing Tournament

Break

1 hour session PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min


PM Readers - 15min

Studyladder

Break

1 hour session CAPA Pick one grid activity


Library Pick one grid activity


Creative Play Pick one activity





Time to Relax



Minecraft





Party Rock Anthem

Leap - watch & try outside Hop- watch & try outside

Dodge- watch & try outside

Jump- watch & try outside Balance- watch & try

outside









https://bellambi-p.schools.nsw.gov.au/content/dam/doe/sws/schools/b/bellambi-p/remote-learning/Some_activities_and_ideas_for_home_for_parents_of_primary_and_early_learners.pdf

















https://www.youtube.com/watch?v=M9RtdIcOdxE&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=3&t=0s

https://www.youtube.com/watch?v=Qsd9WKtyNk4&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=4

https://www.youtube.com/watch?v=ies4MpIXfHA&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=5

https://www.youtube.com/watch?v=Y-cs8F6hryw&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=9

https://www.youtube.com/watch?v=UJf5pUz7jlI&list=PLrOa7LNP0maWa6EPlnkvHlk3VsBqhuMZq&index=12


BLM WL12


namegamesameplaceraintheyeighttoday

day saymayplaytakemakecakemade

ai ay a_e

Week 3 Spelling Words

Week 3 Reading/Writing Grid Activity (also on SeeSaw)

Roll and Trace: Roll a dice and trace the shape. Say the name of the shape as you trace it.


Missing NumbersFill in missing numbers on 100’s chart

Name __________________

1 2 3 5 6 8 10

12 14 16 17 19

21 23 25 28 30

32 34 36 39

41 43 44 45 47 48 50

52 53 55 57 59 60

61 63 64 66 67 68

73 75 76 78 80

81 83 84 85 87 89

92 94 96 97 98 99

Complete if you cannot access Studyladder online

Write Numbers to 100Complete if you cannot access Studyladder online.

100’s Chart 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


Bellambi Public School Year 1 Sailors Learning from Home ...

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