Framework for Teaching – Year 3 Term 4 Week 2

Online and offline activities to support student learning at home

Breaks The framework does not mention break times however, we recommend regular breaks for all students such as a ‘Fruit & Reboot’ break, morning tea break, lunch break and some movement and mindfulness breaks.

Suggested Movement Breaks Suggested Mindfulness Breaks Do a movement break/

1. Go to gonoodle.com

2. Click on ‘Channels’

3. Click on ‘Show All’

4. Choose a channel to click on and then choose a video to watch/follow

Do a mindfulness activity

1. Go to gonoodle.com

2. Click on ‘Channels’

3. Click on ‘Show All’

4. Choose the ‘Flow’ or ‘Think About it’ channel and then choose a video to watch/follow

Alternative movement/ mindfulness activity

Alternative mindfulness activity

Listen to music Alternative mindfulness activity

Squeezing muscles Alternative mindfulness activity Sun meditation

Newport Wake up and start your day primary session 1.mp4

The link below will take you to a morning yoga and movement video with Mrs. Crompton who is a registered yoga teacher and yoga therapist. The movements are a terrific way to start your week

Focus on the sound of just one instrument the drums are a great one to start with. Inside alternative:

Lie down on your bedroom floor with the door shut and your eyes closed.

Starting at your toes, pick one muscle and squeeze it tight. count to 5. Release and notice how your body changes. Repeat exercise moving up your body.

Close your eyes and think about the warmth of the sun and the feeling of the sun’s rays on your skin. Allow the warmth to spread to your muscles, joints and bones. Think about the journey the light and heat have made to come and warm you. have made to come and warm you.

Turn it in

Must Do vs Can Do and Turn it in Tasks “Must do” tasks are those that the grade teachers deem as core learning for that day/week and take priority over other tasks.

“Can do” tasks fit with the teaching/learning themes of the week and are offered for those families/students who are looking for more experiences, but it is not

essential that these are completed.

“Turn In” tasks are the examples of your child’s learning and achievements that the teachers would like “turned in” uploaded or sent to them. These are indicated

on the framework with the wording highlighted in yellow and by the Google Classroom icon.

Please note that we are catering for a wide variety of students and Learning from Home circumstances. Children work at different paces and families have different

“Learning from Home” routines. Distinguishing between the work in the way described above attempts to cater for these differences.

Zoom

Year 3 Zoom sessions will be held 3 days per week. Your class teacher will let you know your schedule in your Google Classroom at the start

of each week. Always check your Google classroom for your Zoom days.

Remember to bring a book and pencil to the Zoom and remember our Zoom expectations.

Monday Tuesday Wednesday Thursday Friday

Turn it in

Tasks

Maths: Patterns Worksheet English: Shared Reading English: Writing English: Writing

MUST DO LEARNING

English: Spelling

Must Do Task:

Pre-Test:

Drop ‘e’ from end of word when

suffix starts with a vowel (double

last letter suffixes/prefixes)

Use the words attached to the end

of this document and ask a

parent, carer or sibling to

English: Shared Reading Must Do Task:

Comprehension

Today, you will be thinking about the purpose and audience of a text.

Watch the National Geographic

video again:

English: Reading/Spelling Must Do Task:

Last Thursday, you circled words in

the National Geographic transcript

that had a similar meaning to

‘explore’.

The word ‘explore’ has some

related words that can be made by

adding a suffix to them.

English: Grammar

Must Do Task:

Adverbs

Adverbs are words that tell us more about verbs. They provide information about how, when and where the action happened. Adverbs often end in ‘ly’.

English: Spelling Must Do Task:

Spelling Post Test:

Drop ‘e’ from end of word when

suffix starts with a vowel (double

last letter suffixes/prefixes)

Ask your parent or someone at hometo test you on this week’s spelling words.

pretest you.

Mark your own work and place

yourself in the appropriate

group according to your score:

1-3 = Blue group

4-7 = Green group

8-10 = Red group

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

We can write these words as word

sums, e.g.

• explore + ed

• explore + ing

• explore + tion

• explore + er

A suffixing change happens when a

word ends in a vowel and the suffix

starts with a vowel.

We can’t have two vowels together,

so we drop the one at the end of

the word.

This means that these words

become:

• exploring NOT exploreing

• explored NOT exploreed

• exploration NOT

exploreation

• explorer NOT exploreer

REMEMBER: Vowels are a, e, i, o, u.

Practise making related words with

suffixing changes for: investigate,

experience, analyse, adventure.

e.g. adventure + ous = adventurous

e.g. quickly, curiously, hungrily etc.

Complete the two adverb worksheets provided.

=IwJu0I9HV8g

Answer the following questions,

giving reasons for your answers:

1. Who is this video made BY?

2. Who is this video made

FOR?

3. WHY do you think this video

was made?

We can categorise text purpose into

three main groups:

• To Inform

• To Persuade

• To Entertain

4. What do you think the

purpose of this text is?

HINT: The YouTube video includes a paragraph below it that gives clues about the purpose of the video.

MUST DO LEARNING

English: Reading

Must Do task:

Your teacher has set you an

assignment (a task) to

complete in Reading Eggs or

Reading Eggspress. When you

login to Reading Eggs

https://readingeggs.com.au

the assignment should pop up

on your screen.

If it does not pop up on the

screen, please check Reading

Eggspress as it may be set

there.

After you have completed the

task, you can return to your

current Reading

Eggs/Eggspress lesson level.

‘FLAT STANLEY’ Your teacher will explain this week’s Adventure Task during your first Zoom Meeting this week. Below is the link for the story ‘Flat Stanley’.

https://www.youtube.com/wa tch?v=5QD5UAbDNLs

English: Writing English: Writing English: Writing English: Writing

Must Do task: Must Do task: Must Do task: Must Do task:

Today you will meet your ‘Flat

Teacher.’

This week you will keep a journal of

the adventures you and your ‘Flat

Teacher’ share.

A journal is a record of something

that has occurred.

You will record each day in a

google doc. This document will be

turned in when you return to

school.

Take your ‘Flat Teacher’ with you

and record the fun/exciting/

dangerous/humorous adventures

you have together.

Your journal may include photos of

your ‘Flat Teacher’ with you at

destinations during your

adventures. Remember to include the day/date

In your Zoom session today, you

will read the texts in the slides and

discus each according to how

engaging you think it is.

What makes these opening

sentences engaging for the reader?

‘Sizzling Starts’ grab the reader and

pull them into the narrative.

The author may include descriptive

words or phrases, onomatopoeia,

alliteration, dialogue or the use of

senses to create a ‘Sizzling Start’.

Compose an opening paragraph

that is NOT ‘sizzling’.

Now rewrite your paragraph to

improve it as a ‘Sizzling Start’.

Think about the information on the

slides and how you might use this

to engage a reader.

View the Pobble 365 stimulus

picture.

How does this stimulus picture make you feel? What do you see? What might you hear? What might you taste or smell? Brainstorm a word bank to use in your narrative opening. Construct an opening paragraph for this stimulus picture using a ‘Sizzling Start’ that will set the scene and engage the reader.

Continue with your ‘Flat Teacher’ Journal writing.

Continue with your ‘Flat Teacher’ Journal. Your week together will finish on Monday. Remember to record the adventures you share over the weekend. If there is nothing ‘adventurous’ happening now for you and your ‘Flat Teacher,’ then you are allowed to be creative and imagine your own adventure. You are the explorer/adventurer, and your imagination can take you anywhere!

Remember to use interesting words and edit your work carefully. You will turn in your journal when we return to school in Week 4.

at the top of each new page and

daily adventure.

Today you might like to sit outside

with your ‘Flat Teacher’ and

brainstorm a list of places you can

go together.

Eg. School, the beach, the park, the

shops, a bush walk, a cubbyhouse in

your bedroom, a secret place in

your garden, on a boat.

Adventures can happen anywhere!

Your ‘Flat Teacher’ is attached

at the end of the framework.

Look after your ‘Flat Teacher'

Continue with your ‘Flat Teacher’

journal writing.

and enjoy your adventures

together.

MUST DO LEARNING

Maths: Patterns & Algebra

Must Do task:

LI: To generate, describe and

record number patterns using a

variety of strategies

Warm up

Which group of shapes should be

in the 5th box? What is happening

in this pattern?

Explore

Draw a hopscotch grid on a piece

of paper or go outside with some

chalk and draw it.

1)Start behind 1. Hop, jump, hop.

What number are you on? 2)Start

behind 1. After a sequence of five

moves are you on an odd or an

Maths: Patterns & Algebra

Must Do task:

L I: To generate, describe and

record number patterns using a

variety of strategies

Warm up:

Which coloured blocks would be

the 4th term in this pattern? What is

happening in this pattern?

Explore

Complete the Birthday Candles

problem solving worksheet.

Maths: Time

Must Do task:

L.I: To be able to read, record time

in one-minute intervals.

Warm up:

How many star jumps can you do in

1 minute?

How many times can you write you

name in 1 minute?

How many times can you bounce a

ball in 1 minute?

Explore:

Watch The Telling the Time to the

Exact minutes video with Mrs

Terrey.

https://youtu.be/WJtnmD6UKhw

Complete the differentiated Bullet

Train time activities.

Maths: Time

Must Do task:

L.I to be able to convert time

between hours minutes and

seconds.

Warm up:

How old are you so far?

Could you state this information

another way using different units of

time?

Click on the website below to find

out!

http://www.mathcats.com/explore

/age/calculator.html

Explore:

One hour = minutes

One minute = seconds

Two hours = minutes

Three minutes = seconds.

Half an hour = _ minutes minutes = 240 seconds

Maths: Can Do task:

Consolidation Use this time to catch up on any maths you have missed or didn’t finish. Other suggested activities:

Your Daily Maths Practice booklets

Mathletics Patterns & Algebra and Time

Top Marks Daily 10 https://www.topmarks.co.uk/ma ths-games/daily10

Timestables https://www.timestables.com/

Complete the Converting Minutes

and Seconds differentiated

activities. They get a little more

challenging as they go. You might

like to just try the * activities, or the

** activities and if you're going

really well why not try the ***

activities.

even number? 3)What happens if

you make two more moves in the

sequence?

4)If we continue the grid pattern

beyond 10, will 15 be in a single

square or in a pair of squares?

5)What is the difference between

each of the numbers in the single

squares? What is the difference

between each number in the right-

hand square of the pair of

squares?

6)What if the starting number was

3? Would the pattern change?

What would the number be in the

square currently holding 10? And

in the square holding 99?

Complete the Patterns and

Algebra Monday worksheet with

the above questions.

MUST DO LEARNING Geography Science Handwriting PBL Catch Up time

Must Do task: Watch the instructional video with Mrs. Parker: https://youtu.be/MYkvo35iFgQ You will need to watch the video

link below as well but start with the

instructional video first.

Lily's Story

Do the features of places affect where people choose to live?

1.Discuss with your family where you live and why you live where you live? 2.After your discussion Read the worksheet attached and complete it. Turn it in or stick in your workbooks.

Must Do task:

Look at the Science worksheets to

complete the next parts of the

lesson.

You have been given the

responsibility of choosing five

species to start Planet Zog’s

first community.

Select five living things from the list

to start Planet Zog’s first

community. They must make sure

that all five can survive

unsupervised while the astronauts

sleep at night.

Students write the living things

they have selected in the rocket’s

portholes and explain their

reasoning for their choices.

A family of rocks have applied to

live on Planet Zog but they have

been rejected because they are not

living things. Write an appeal to the

board of scientists arguing why the

rocks should be accepted onto

Planet Zog.

Must Do task: Complete the next 2 pagesin your handwriting textbook. Please do not complete more than 2 pages! Remember to write using clearly formed joined letters, of consistent size, slope and spacing.

Must Do task:

Continue your research of your neighbouring country:

1. What does shelter look like in your country? 2. What type of food is eaten in your country? Describe the food 3. Write 5 interesting facts about your country. You are to complete the final pages in your booklet. This booklet will be used in creating your products so keep it safe.

Use this time to catch up on any tasks you didn’t get to earlier this week. Make sure you have turned in all the Turn in Tasks for the week.

Or find something you would like to do.

You will find the activity sheets to

accompany this lesson in the

worksheets section.

CAN DO LEARNING

Creative Arts Sport Wellbeing Wednesday Assembly Time

Artist Study:

Jackson Pollock 1912-1956- Paint Like

Pollock

Jackson pollock was an America artist

who was an influential artist as he

used unconventional methods to

create his artwork. His artworks are

alive with motion, energy and fluidity.

He chose not to use an easel

preferring to put his paper on the

floor and move his brush through the

air, not actually touching the paper.

Watch the video which shows you

how Jackson pollock created his

paintings. You only need to watch the

first 2mins.

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

The 2021 Tokyo Paralympics

have just ended. You may have

noticed that some of the sports

are similar to sports played by

able bodies athletes but with

modifications. A modification

means changing the game to

make is playable by people

with different capabilities.

Swimming, athletics, tennis and

canoeing are some of these

sports.

We have been practicing and

improving our ball skills this

term. Your task this week is to

design and modify a ball game

that can be played by people of

all ages and abilities. The ball

you use may be your tennis

ball, a balloon, a beach ball or

Second Step

Lesson 18-Problem solving Pt 2

Using the attached handout sheet

think about the suggested

problem:-

Charles and Sam knocked over

the teacher’s plant.

Follow the steps on the handout

and discuss some solutions to this

problem. You could fill out the

attached sheet and discuss with a

family member.

School Assembly & Talent Quest

School Assembly, including Mr Moran’s talent quest items – 30 minutes See the video in the stream of our Google Classroom uploaded today. For more information about the talent quest join Google Classroom Newport Virtual Talent Quest - 2q4ynbz

MUSIC ROCKTOBER – Back in the 1970s when radio stations ruled the airwaves, Sydney’s 2SM played all the latest and greatest rock hits throughout October. Young people could discover new music from their favourite and new and up and coming rock bands by listening to the radio. The radio stations also ran promotional concerts, one famous one being held in 1979 on the steps of the Sydney Opera House. Make a list of all your favourite rock bands and/or rock songs. Perhaps you could design an album cover with the bands and songs on it titled, Rocktober ‘21. Watch the following clip to see how Rocktober was promoted back in the day.

Find a radio station (at home on a stereo or in the car) and find if it plays the music you like.

1:07 Rocktober 1270 2SM - YouTube youtube.com

.

ncR_T0faKM&t=88s Now follow the steps on the video to

create your own Jackson Pollock style painting without paint!!

https://www.youtube.com/watch?v= nTcpvV0VydU

You will need:

paper, crayons, textas, a cup of water

and a brush.

When you’re finished you might like

to take a photo and send it to your

teachers.

any other ball you have at

home. You will need to think

and write about:

Rules

Playing area

Length of game

Scoring

Equipment

Number of players

How to make the game fair for

all eg in Goalball, all players are

blindfolded. Imagine your

grandpa with a dodgy knee

wants to play. How can you

fairly include him?

You can:

A. Design a new sport

each day;

B. Design a new sport and

refine it until you are

happy with it;

C. Adapt a current

Paralympic sport to

create a new

classification group. Eg

Goalball for wheelchair

bound athletes.

Monday Worksheets

Patterns and Algebra – Monday

1. Which group of shapes should be in the 5th box? Can you explain what is happening in this pattern?

2. Draw a hopscotch grid on a piece of paper or go outside with some chalk and draw it.

3. Start behind 1. Hop, jump, hop. What number are you on? 4. Start behind 1. After a sequence of five moves are you on an odd or an even number?

5. What happens if you make two more moves in the sequence? What number would you land on? _ 6. If we continue the grid pattern beyond 10, will 15 be in a single square or in a pair of squares? 7. What is the difference between each of the numbers in the single squares? 8. What is the difference between each number in the right-hand square of the pair of squares? _ 9. What if the starting number was 3? Would the pattern change? What would the number be in the square currently holding 10? 10. What number would in the square holding 99?

Monday Geography Task

What are the most popular features for each member of your family?

“Places with the most popular features will usually have the most people living nearby.”

Tuesday Worksheets

Patterns & Algebra – Tuesday

Teddy’s birthday candles: Show your working here.

Sally’s birthday candles: Show your working here.

CHALLENGE: The candle problem : Show your working here.

Unit 1 Classification of Living Things Lesson 1 Living Things

7 You have been given the responsibility of choosing

five species to start Planet Zog’s first community.

a Look at the list of living things below and decide

which five you think should get selected.

You must make sure that all five can survive

unsupervised while the astronauts

sleep at night.

Write the living things that you have

selected in the rocket’s portholes.

• bumble bees

• eucalyptus trees

• cats

• sunflowers

• snakes

• grass

• mice

• worms

• koalas

• birds

• cows

• lions

Year 3 / 4 Biological Sciences Living World © Inquisitive Pty Ltd. 5

b Explain why you have selected these five species.

A family of rocks have applied

to live on Planet Zog but they

have been rejected because

they are not living things.

Write an appeal to the board

of scientists arguing why the

rocks should be accepted

onto Planet Zog.

Wednesday Worksheets

and the small hand indicates the hour.

visit twinkl.com

Bullet Train Times - Minutes Past What times are the trains due to arrive?

minutes past 12

minutes past 2

minutes past 1

minutes past 4

Draw the hands on these clocks to show the exact time.

9. 10. 11. 12.

18 minutes past 3 7 minutes past 4 9 minutes past 10 24 minutes past 8

and the small hand indicates the hour.

visit twinkl.com

Bullet Train Times - Minutes Past What times are the trains due to arrive?

Draw the hands on these clocks to show the exact time.

9. 10. 11. 12.

18 minutes past 3 18 minutes past 4 9 minutes past 10 24 minutes past 8

Bullet Train Times - Minutes Past What times are the trains due to arrive?

Draw the hands on these clocks to show the exact time.

8.

18 minutes past 3 9 minutes past 10 24 minutes past 8 18 minutes past 4

9.

A train was supposed to arrive at 6

10. Another train was supposed to

minutes past 3, but was delayed by

12 minutes. Draw on the hands to

show when it will arrive.

arrive at 3 minutes past 6, but was

delayed by 24 minutes. Draw on the

hands to show when it will arrive.

visit twinkl.com

Thursday Worksheets

Adverbs – Worksheet

Name:

Adverbs

Date:

Adverbs are words that tell us more about verbs. They provide information about how, when and where the action happened.

Adverbs often end in ‘ly’. Some examples include:

• softly

• slowly

• quickly

• immediately

• quietly.

1. Choose an adverb from the box to complete the sentences below.

a) The snow fell on the ground.

b) The mouse ran across the room.

c) , she turned into a toad.

d) The snail crawled .

e) The elephant stomped .

An adverb modifies a verb, an adjective or another adverb. An adverb can be confused with an adjective. If the word describes a noun, it is an adjective. If the word describes a verb or another adverb, it is an adverb.

2. Underline the adverbs in these sentences.

a) The class walked slowly around the museum.

b) We eagerly explored the dinosaur exhibition.

c) Jack looked carefully at each exhibit.

d) The boys sat outside and ate their lunch quietly.

e) The students ran quickly to catch the train.

softly slowly instantly heavily quickly

GRAMMAR

Adverbs – Worksheet

Name: Date:

f) The steam train chugged steadily along the tracks.

g) The school trip was exhausting.

3. Choose an adverb from the box to complete the sentences below.

a) Dad took a long time to cook dinner.

b) The rain stopped.

c) The doorbell rang .

d) The movie was exciting.

4. Write three sentences of your own that include an adverb to describe a verb or another adverb. Remember to use capital letters and correct punctuation.

a)

b)

c)

5. Find the adverbs hidden in the word search. The adverbs can be found in a vertical, horizontal or diagonal line. There are six adverbs to be found.

d f g j v a i q p h

s s o f t l y u c a

h j l k c z x i d p

s l n o x v n c b p

w m j k w e r k y i

f b h j g l t l t l

e s d h f e y y o y

f i e r c l y r u q

r n c x f e k m g e

c a r e f u l l y j

GRAMMAR

very so finally twice

Converting Minutes and Seconds

1. Fill in this table to show how many seconds there are in minutes:

minutes seconds

1 minute

2 minutes

3 minutes

4 minutes

5 minutes

2. Convert these minutes and seconds times into seconds. The first

one has been done for you. Show your working out:

Converting Minutes and Seconds

d. 2 minutes 25 seconds:

Answer:

e. 3 minutes 10 seconds:

Answer:

3. Convert these seconds times into minutes and seconds. The first

one has been done for you. Show your working out.

a. 1 minute 30 seconds:

1 minute = 60 seconds

60 + 30 = 90

Answer: 90 seconds

b. 2 minutes 10 seconds:

Answer:

c. 1 minute 45 seconds:

Answer:

I can convert units of time.

a. 70 seconds:

1 minute = 60 seconds

70 - 60 = 10

Answer: 1 minute 10 seconds

b. 200 seconds:

Answer:

c. 195 seconds:

Answer:

d. 135 seconds:

Answer:

Converting Minutes and Seconds

1. Fill in this table to show how many seconds there are in minutes:

minutes seconds

1 minute

2 minutes

3 minutes

4 minutes

5 minutes

6 minutes

2. Convert these minutes and seconds times into seconds. The first

one has been done for you. Show your working out:

Converting Minutes and Seconds

c. 6 minutes 45 seconds:

Answer:

d. 5 minutes 25 seconds:

Answer:

e. 3 minutes 50 seconds:

Answer:

3. Convert these seconds times into minutes and seconds. The first

one has been done for you. Show your working out.

a. 3 minutes 30 seconds:

3

minutes

180 +

= 180 seconds

30 = 210

Answer: 210 seconds

b. 4 minutes 15 seconds:

Answer:

I can convert units of time.

a. 80 seconds:

1 minute = 60 seconds

80 - 60 = 20

Answer: 1 minute 20 seconds

b. 280 seconds:

Answer:

c. 395 seconds:

Answer:

Converting Minutes and Seconds

1. Fill in this table to show how many seconds there are in minutes:

minutes seconds

1 minute

2 minutes

3 minutes

4 minutes

5 minutes

6 minutes

7 minutes

8 minutes

2. Convert these minutes and seconds times into seconds. The first

one has been done for you. Show your working out:

Converting Minutes and Seconds

c. 8 minutes 46 seconds:

Answer:

d. 5 minutes 30 seconds:

Answer:

e. 4 minutes 52 seconds:

Answer:

3. Convert these seconds times into minutes and seconds. The first

one has been done for you. Show your working out.

a. 6 minutes 30 seconds:

6

minutes

360 +

= 360 seconds

30 = 390

Answer: 390 seconds

b. 7 minutes 18 seconds:

Answer:

I can convert units of time.

a. 450 seconds:

7 minute = 420 seconds

450 - 420 = 30

Answer: 7 minute 30 seconds

b. 515 seconds:

Answer:

c. 394 seconds:

Answer: