Year 4Term 3 Week 8 - Beginning 30th August 2021

NB: Highlighted activities need to be submitted on the specified day.All underlined words are hyperlinks.

Google Classroom is abbreviated to GC.

Learning from Home – Weekly Timetable

Announcements

Happy Birthday!

Additional ActivitiesDue This Week

Mon: Wellbeing and Science

and Technology

Tues: STARS and Handwriting

Wed: Speaking and Listening

and Matharoo or Maths

ExtensionThurs: Spelling and Geography

Fri: Writing B and MathsOnline

Submit activity to GC or Seesaw

4L AnnouncementsAll your book week photos were fabulous to see. Escaping into a story or finding out information in a book is one of the pleasures of life! If some tasks appear difficult at the start, if you are optimistic and persevere, you are most likely to find that they are not as hard as you initially thought. Please remember that we will have the Drop-In Zoom classroom on Tuesday and Thursday from 12 to 1 pm. If you need help or any further explanation, make sure you connect in at midday. A teacher will help you out.

I cannot wait to see your dancing at the Virtual Disco from 10 am on Wednesday!

Class Zoom SessionsMon, Wed and Fri at 1pmClass Codes for the online programs Epic: zvp6342Soundwaves: turn849

Have a great week anyway

4L Term 3 Week 8 (suggested time to spend on task in brackets)Monday Tuesday Wednesday Thursday Friday

Morning Welcome

EnglishIndependent Reading

Reading: STARS (30 min)

Spelling - PowerPoint and Questions (Q) 1- 4(20 min)

Speaking and Listening: Learner Quality Problem Solving (15 min)

Handwriting (5 min)

Independent Reading

Reading: STARS (20 min)

Spelling - Q 5-7 (10 min)

Grammar and Punctuation (30 min)

Speaking and Listening: Listen Very Carefully (15 min)

Handwriting (5 min)

Independent Reading

Reading: Literacy Pro Library (20 min)

Library (20 min)

Virtual Disco at 10am

VCOP Activities (10 min)

Spelling - Q 8-9 (10 min)Speaking and Listening: Day and Night (10 min)

Independent Reading

Choose 5 interesting words from what you read and write their definitions.

Reading Eggspress (20 min)

Spelling - Q 10 on (10 min)

Writing A (30 min)

Independent Reading(20 minutes) record daily

Reading: STARS (20 min)

Writing B (40 min) Spelling - Competed Unit, mark, optional online activities (10 min)

Speaking and Listening: Word Tennis (5 min)

Typing Tournament OR 10 Fast Fingers (10 min)

PDHPE Ms Kwan Wellbeing (20 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min)

Middle Session

Mathematics Mentals: Unit 24 Col 1 (10 min)Maths Online (2 tasks - 30 min)

Mentals: Unit 24 Col 2 (10 min)First Half of Matharoo - see GC (30 min)

Mentals: Unit 24 Col 3 (10 min)Maths Extension: Mrs Jones - see GC ORSecond half of Matharoo

Mentals: Col 4 (10 min)Maths Online (2 tasks - 30 min)Maths Stars (10min)

Mentals: mark (10 min)Maths Online (Revision)Maths Activities (Complete any unfinished tasks for the week from the timetable)

PDHPE PE Choice Board (20 min) PE Choice Board (20 min) PE Choice Board (20 min) PE Choice Board (20 min) PE Choice Board (20 min)

Afternoon Session

Other KLAs Science and Technology(30 min)

PDHPE(30 min)

Creative Arts(30 min)

Geography(30 min)

Add to your Learning from Home Journal

EnglishReading: STARS LI: To use STARS reading strategies correctly.SC: I can use STARS reading strategies accurately.

Log in to CARS and STARS to complete CARS or STARS activities.

Monday Complete one STARS Lesson or one CARS Benchmark that you have missed.Tuesday Complete your Parts 1 to 3 Review.Friday Read through the posters on GC and complete one CARS Benchmark (1~5) or one STARS Lesson (1~6) you have missed.

Reading: Literacy Pro and Reading Eggspress LI: To encourage independent reading.SC: I can read independently at my lexile level.

Log in to Literacy Pro and complete the Literacy Pro Library task. Do the same for Reading Eggspress.

Handwriting LI: To form letters correctly.SC: I can form horizontal joins correctly.Complete the page of handwriting during the week. Focus on horizontal joins to anti-clockwise letters. Use a sharp pencil and correct posture. Scan the QR code for a demonstration.

Grammar 1LI: To use collective nouns to identify groups of people, animals or things.SC: I use the correct collective noun to identify groups of people, animals or things.

Watch the following PowerPoint.

Print and complete the worksheet or complete it online from the GC task.

Answers will be posted on GC the following day.

Grammar 2LI: To add prefixes to base words to change their meaning. SC: I can identify and use prefixes and base words.

Watch the following PowerPoint.

Print and complete the worksheet or complete online from the GC task.

Answers will be posted on GC the following day.

Spelling LI: To develop spelling skills through phonemic awareness. SC: I can identify sounds/phonemes and sound patterns in words.Look at the Powerpoint and complete Soundwaves Unit 25 in your workbook. Online Extra Activities: Password: turn849Answers will be posted to GC on Fridays at 11am.

English: Writing S2Writing A: Explanation Big Write‘How do Day and Night Occur?’LI: To write an interesting explanation about how day and night

occur.SC: I can use an interesting opener.SC: I can use at least three interesting adjectives and descriptive

phrases.SC: I can use at least four time connectives.

Task1. Review your notes from yesterday on ‘Day and Night’ from

the book in Epic.1. Check the SC above and your individual writing goal from

Big Write feedback in Week 6. 2. Have your Writing Mat to help. (Note that this Writing Mat

needs to be downloaded as a Word document to read).3. Write your explanation.4. You do not need to submit your unedited Big Write as you

will submit it edited tomorrow.

Writing B: Edited Explanation Big Write and ChecklistLI: To improve my writing by editing and uplevelling.SC: I can edit my writing to add connectives, uplevel vocabulary and ensure my introduction and conclusion are interesting.Task1. Read your Big Write again, editing spelling errors, sentence

structure and punctuation as you read. 2. Use the checklist to fix up anything you have not done. Print out

the checklist or edit in Google docs.3. Highlight VCOP. 4. Improve/uplevel your writing:

● If you have not used five different connectives to link information (e.g. because, while, so, but), then add these.

● If you have not added a diagram, then add.● Uplevel at least four words.● Ensure you have used an interesting opener and conclusion.

5. Submit your edited and up-levelled Big Write and checklist to GC or Seesaw.

Vocabulary

VCOP Activities

Write a sentence using each adjective.

Listen Very Carefully!Watch this video by Earl Wilson. While you are watching, pay close

attention to the sounds you can hear as well as the words being spoken. The poem has an important message!

Next, step outside for 5 minutes. Find a spot to sit where you are comfortable and relaxed. Just listen! Think about the sounds you can hear and the things you can see. Notice the small things. Go

back inside and reflect on what you noticed, discuss this with another person. Ask them to do the same, did you notice the same

things?

Critical Creative Thinking - Word TennisPlay this word game with another person. Two players go head to

head in a ‘tennis match’ using rhyming words. Player 1 randomly selects a word to start (eg slow) and ‘serves’ the

word calling it out as they swing their ’racquet’.Player 2 then responds with a word that rhymes with ‘slow’ (eg go)

and ‘hits’ the word back to their opponent.The players continue taking turns ‘hitting’ their words back and forth to

each other. If a player takes more than 3 seconds to respond or repeats a word, the other player gets the point.

First player to 5 points wins!

Learner Quality - Problem Solving

Day and Night Read the book ‘Day and Night’ assigned to you in EPIC! Explain to a partner or another person in your family:• What are day and night? • How does the Earth spin and how long does it take?• How long are day and night?• What are dawn and dusk? What direction does the sun appear to rise from and appear to set in?• How could you annotate a diagram to support your explanation (e.g. p. 18 of the book)?

Speaking and Listening

Listen here to the story ‘What do you do with a problem?’ by Kobi Yamada. Think about a time when you had a

problem. What did you do to overcome it? What opportunities did that problem give you? Fill in this Google Doc with your ideas and share your thoughts

with another person.

Stage 2 Week 8 LibraryChildren’s Book Council of Australia (CBCA) Shortlisted books for 2021

LI: To identify books that have been nominated for the CBCA literary awards.SC: I can identify books by prominent authors and illustrators. I can discuss factors influencing author’s motivation for creating quality literary fiction.

Task: (Add another slide to write your responses)1. Watch the video presenting the story ‘How to Make a Bird’

by Meg McKinlay.2. Click on the book cover to access an interview with the

author. 3. Read the interview.4. In full sentences, write three interesting things you learned

about how the author created the book.5. Create your own bird using materials found around your

house or garden. You might like to watch the story again to get some ideas for materials to use.

6. Upload you photo of your bird creation.

Let’s celebrate books! This is an optional Book Week activity. Upload a photo of yourself dressed up as your favourite book character. You could be creative and make your own costume using items found around your home. Have fun!

4L Mathematics

Log in to MathsOnline.Click on ‘Tasks’.Click on the blue mathstopic (your set task).If you have time, pleasefinish Overdue Tasks

Your set task is here.

‘Tasks’ icon is here.

Multiplication and DivisionLI: to multiply and divide.SC: I can select and use a variety of strategies to multiply and divide.SC: I can identify remainders.AnglesLI: to compare and label angles.SC: I can compare angles.SC: I can label angles.

Maths ActivitiesMaths OnlineMaths Mentals Unit 24 Extension Maths - see Google Classroom or MatharooSet yourself a times table challenge with your parents.

Answers will be posted on:Matharoo: Thursdays

Problem Solving: Fridays

Geography S2Geography S2Rainforests of Australia

LI: to identify, describe and locate rainforests in Australia.LI: to specify features of rainforests and why they are important for the planet.SC: I can locate the major rainforests in Australia and describe features of the Daintree Rainforest.

RainforestsRainforests are areas of vegetation (trees, plants and grasses) that depend on moisture (rain) to thrive. There are a range of rainforests in Australia.Some of the most popular rainforests in Australia are:

● Daintree National Park (QLD)● Border Ranges National Park (NSW)● Wild Rivers National Park (TAS)● Mitchell River National Park (WA)● Kakadu National Park (NT)

Read through the following slides for more information on Rainforests of Australia:

Then complete the worksheet found in GC.

Optional video on the Daintree Rainforest:

Optional extra reading on rainforests:https://www.kidcyber.com.au/tropical-rainforest

Unit - The Sun, Moon and Earth How can the Sun help us tell the time?Lesson 7 - Sundials

PLEASE START THIS LESSON IN THE MORNING!LI: to apply an understanding of shadows by design and make a sundial.SC: I can make a working sundial.

Task1. View or print the ‘Sundials’ worksheet. 2. Read the information on the worksheet.3. View the Sundial Animation to see how a sundial works and view the poster.4. Watch the video and make a simple stick/stone sundial. (Optional: print out the

instructions to make a paper sundial.)5. Go outside and begin to make your sundial. Set yourself a timer on the computer

or ipad so that you go outside each hour for as many hours you can from 9 am to 3 pm and make a mark. The more marks the better your sundial.

6. Answer the questions on the worksheet.7. Take a photo of your sundial and check you have answered all the questions on

the worksheet.8. Turn in your work on GC or submit on Seesaw.

Throughout human history, people have looked to the skies to guide their daily lives. Following the regular movement of the Sun, the Moon and the stars helped people to tell the time. A sundial is one example of how people can tell the time.

Science and Technology S2

Creative ArtsDance Movement Activity-

A Space Adventure!

LI: to explore and combine movements to communicate ideas, feelings and moods.SC: I can create body patterns and shapes to represent aspects of space and the solar system.

Over the past few weeks you have been learning about space and the solar system in science lessons. This week we will explore dance and creative movement with a space theme!Before you watch the video, imagine you are going on a journey into space. Think about the places you will visit and what you will see. Will you travel in a rocket? What planets will you see? Will there be aliens? How will you move in space?

Next, brainstorm some body shapes and movement patterns to represent the following:

Rocket ship - fast, spinning, runningMoon - slow, leaping, floating

Alien lifeforms - robotic, jerking, wiggling

*Make sure you have enough space to move around safely*

Watch the video below and follow along. Have fun in space!

At the end, take a picture of a body shape you created that represents each aspect of space you explored.OR record yourself performing each movement and post it to SeeSaw!

Bodyweight WorkoutSISA Dance Lesson

Be in the moment with a mindfulness activity. Create and

use your own login for this activity.

Static Balance Workout Shot Put Training Obi-Wan Kenobi Workout

Exercise Your Way

Complete any type of exercise you like. This could include: running, walking, bike riding, rollerblading/roller skating, kicking a footy, shooting a netball, etc.

PE Choice Board

Wellbeing

3. Make a “YOU ROCK” message for someone who cares for you.

.

2. Play the video lesson with Mrs Kwan.

Wellbeing Program - Ms KwanWho will you celebrate this Father’s Day?

1. Listen to our book “A Family is a Family, is a Family”

PDHPEFruits and Vegetables

LI: to distinguish between fruits and vegetables.SC: I can tell the difference between a fruit and a vegetable.

Fruits and vegetables are essential sources of vitamins and minerals which helps our body function, grow and keep us healthy. Fruits and vegetables should be eaten at every meal, including snack times.

Task:1. Watch the video What's the Difference Between Fruits and

Vegetables.2. Read through the various types of fruits and vegetables in the

activity and then design your own vegetable patch or fruit forest. 3. You can do both the vege patch and the fruit forest or you can

combine the two together to create a healthy fruit and vegetable garden. Remember, the wider the rainbow of colours of fruit and vegetables, the more different nutrients you are feeding your body, so get colourful!