| NSW Department of Education

Merrylands East Public School Weeks 2 of Term 2, Years 3 & 4 - At Home Learning Unit

Monday 4th May Tuesday 5th May Wednesday 6th May Thursday 7th May Friday 8th May

Morning English Reading listen to your teacher’s reading of “The Twits” (pages 1-8) by Roald Dahl ● Use the picture

attached to write a description about Mr Twit.

Read a chapter from your own book and describe the main character in your story. Writing: Roald Dahl says “A person who has good thoughts cannot ever be ugly” ● What do you think

he means? ● Do you agree?

Provide reasons and examples to explain your point of view.

English Reading listen to your teacher’s reading of “The Twits” (pages 9-22) by Roald Dahl

● List some of the words Mr and Mrs Twit use with each other that show they are mean

Watch the video Frogs! from San Diego Zoo https://youtu.be/oMFxQsaT274

● List 5 interesting facts you learned about frogs.

Writing: Mr Twit calls the frog ‘Giant Skillywiggler’.

● Create your own funny or scary story about Giant Skillywigglers.

English Reading listen to your teacher’s reading of “The Twits” (pages 23-35) by Roald Dahl

● The author uses comparisons to describe characters and events. Here is one “Mrs Twit's petticoat billowed out like a parachute” What does he mean?

Read your own book and make a list of descriptive words from your story. Writing: Create your own Nasty Trick. Imagine you are Mrs Twit playing a trick on Mr Twit. Remember to use descriptive words.

English Reading listen to your teacher’s reading of “The Twits” (pages 36-43) by Roald Dahl

● How does the description of the Twits’ house and garden show that Mr and Mrs Twit are nasty people?

Read “Shasta’s Sensational Pancake” recipe (see attached) and get ideas to write your own recipe. Writing: Imagine you are Mrs Twit and the local newspaper wants the recipe for ‘Bird Pie’. Include:

● List of materials ● Method ● Pictures (drawings)

English Reading listen to your teacher’s reading of “The Twits” (pages 44-52) by Roald Dahl

● Roald Dahl calls the Roly Poly bird a ‘magnificent bird’. What other words can you use to mean magnificent? Make a list.

Watch: Circus Animals https://www.abc.net.au/btn/classroom/circus-animals/10532610?jwsource=cl Writing: After watching the BTN story on ‘Circus animals’ discuss: “Should animals be allowed in circuses?”

● Write your point of view

● Give three reasons

education.nsw.gov.au

Crunch n’ Sip

Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip

Middle Mathematics Number Talk Get a piece of paper and divide it into 10 equal parts. How did you do it? Record yourself explaining your response and send it to your teacher on SeeSaw. Financial Literacy Complete Task 1 of the Financial Literacy Project.

Mathematics Number Talk Draw a number line that shows a range of 0 - 50. Plot the following numbers on the number line. 10, 15, 27, 39 & 42. *remember that the spacing of numbers is important.* Financial Literacy Complete Task 2 of the Financial Literacy Project.

Mathematics Number Talk Draw a shape, number or colour pattern that would reflect the following:

1) ABABAB 2) ABCABC 3) AABCC 4) ABCCABCC

*An example of an ABCABC pattern could be 123,123 or red, blue, green, red, blue, green. Financial Literacy Complete Task 3 of the Financial Literacy Project.

Mathematics Number Talk Find the missing number in the following number sentences that would make both sides of the equals sign (=) even.

1) 8 + = 6 + 7

2) 5 + 12 = 10 +

3) 30 - 12 = - 23 Financial Literacy Complete Task 4 of the Financial Literacy Project.

Mathematics Number Talk Have a look at the below image. 1.What do you notice in this image? 2.What do you wonder? 3.How many shapes do you see?

Financial Literacy Complete Task 5 of the Financial Literacy Project.

Recess Recess Recess Recess Recess Recess

Afternoon Science & Technology

What Can We Compost?

Watch: Composting for Kids with Peppa Pig: https://youtu.be/8PElbErayZg

● Go for a journey around your home. Find a range of different objects in your home (e.g. cans, leaves/branches, books, clothing, fruit/vegetables, food) and sort them according to what you can compost and what would go in the normal bin.

● Share your findings with your teacher on Seesaw.

Creative Arts Visual Arts Use a range of recycled materials such as (bottles, milk cartons, cardboard, paper etc) to create a sculpture.

● Now create a list of all of the materials that you have used that are able to be recycled or composted.

● Record yourself explaining your sculpture or take a photo of it and send it to your teacher on SeeSaw.

Science & Technology Composting Poster

On Sunday 3rd May – Saturday 9th May 2020 is International Compost Awareness Week. Watch: Composting Awareness on BTN: https://www.abc.net.au/btn/classroom/composting-awareness/10489162

● Create an informative poster for your household about composting. You can include diagrams and pictures.

● Make sure you include:

- What is composting?

- What are the benefits of composting?

- What can you compost?

- What shouldn’t you compost?

Creative Arts Drama Think about your favourite storybook. It might be helpful to select a short book that you can access from home.

Using cardboard, paper,spare fabric and various materials, make your own finger puppets that reflect the main characters of the storybook you have selected. Create a puppet show to retell a section from the book.

Remember to speak in a clear and fluent tone, use expression and be creative!

Present the puppet show to your family members and send it to your teacher on SeeSaw.

Science & Technology Life Cycles

Watch: Life Cycle of a Butterfly: https://youtu.be/O1S8WzwLPlM

● What are the 4 phases that occur in the life cycle of a butterfly?

● Using the information from the video, create a poster or powerpoint presentation that explains the different stages of the life cycle of a buttery. Be sure to include pictures and diagrams to support.

Financial Literacy Project Week 2 MEPS Reporters of Data!

Stage 2 MEPS teachers have recruited you as the official MEPS reporter for collecting data! You have been given the task to create a survey question that you can use to interview our family or friends, in order to collect information. You will then need to represent your collected information (data) in a type of graph. To complete the mission, you will need to complete the following tasks:

❏ Task 1

Watch the following links online about the types of graphs and data collection. Make notes for each video on what you learn. ❏ Create your own Bar Graph: https://www.youtube.com/watch?v=oYXmY5axC2I ❏ Math Cartoon: Conducting Simple Surveys: https://www.youtube.com/watch?v=rMlp161zqiA ❏ What are Tally Marks?: https://www.youtube.com/watch?v=R6m8OQAQzPk

❏ Task 2 Look at the ‘Organising and Interpreting Data’ template attached. Examine the data, then answer the questions. Once you have done this, look at the ‘Representing Data’ template and have a go at presenting the information in a column graph.

❏ You can also use the following link to represent your graph electronically: https://www.mathsisfun.com/data/data-graph.php ❏ Task 3

When conducting a survey to collect data, it is important to know exactly what type of information you are wanting to collect, e.g. what sport people like the most, their favourite food or drink. Create a list of 10 different survey questions that you would like to collect data on. ❏ Task 4

Select one of the surveys from task 3. This is going to be your focus survey question. Using a similar template to Task 2’s Organising and Interpreting Data, plan out your survey. This will include: Title (your survey question) and the tally graph (options, tally and total frequency). ❏ Task 5

You are now up to the final task which is conducting your survey! Pose your survey question to your family, you may wish to ring a few other friends or family over the phone and ask them as well. Use the tally graph from task 4 to keep track of their responses. Then, add the total for each option. Present your findings in a column graph. You can use the same template provided in task 3 (Representing Data).

Organising and Interpreting Data

1. The first step in collecting data is to think of what type of information you want to collect. In this example, it is what kind of chocolate do people like the most.

2. The second step is to pose your question to a group of people (this is called your target audience) and record their preferences with a tally. 3. The third step is to look at the data and add up the total number for each option, this is called the frequency. 4. The fourth step is to present the data in a graph. Examples of graphs can include picture graphs, line graphs and column graphs.

Survey Question: What kind of chocolate is your favourite?

Frequency (total number for each option) Milk → 22 Dark→ 5 White→ 13

Questions 1. How many people were surveyed in total? 2. What was the most popular and least popular flavour? 3. How many more people liked white chocolate than dark?

Representing Data

Look at the data below and complete the frequency of each option. Then, create a column graph that represents the data.

Write a few facts that you learnt from interpreting the data.

Facts I have learnt from this graph.

● ● ● ● ●

| NSW Department of Education

Merrylands East Public School Week 3 of Term 2, Years 3 & 4 - At Home Learning Unit

Monday 11th May At School Tuesday 12th May Wednesday 13th May Thursday 14th May Friday 15th May

Morning English Reading listen to your teacher’s reading of “The Twits” (pages 53-60) by Roald Dahl

● Analyse the language features used by the author, e.g. alliteration, repetition.

Reading groups ● identifying the

use of language features and grouping them into categories.

Writing - Teacher models the use of language features in writing. Students work independently or with teacher assistance to add complexity to

English Reading listen to your teacher’s reading of “The Twits” (pages 61-69) by Roald Dahl

● Muggle-Wump says ‘The grand and glorious living room’ and ‘fearful frumptious freaks’. What language feature is being used here?

Read - record yourself reading for 1 minute and send it to your teacher on Seesaw. Use an expressive voice. Write: Imagine you are Muggle-Wump and you need to come up with a plan to escape from The Twits. Write a story planning your escape.

English Reading listen to your teacher’s reading of “The Twits” (pages 70-77) by Roald Dahl

● Onomatopoeia are words that describe the sound made. In the story, the author uses these words, e.g. swoosh! and bang! to show sound.

● Make a list of other sound words.

Read the poems attached and identify the use of onomatopoeia by listing the sound words and how they make the poem more interesting. Write your own poem using onomatopoeia. Here are some ideas:

● Cars go broom!

English Reading listen to your teacher’s reading of “The Twits” (pages 78-87) by Roald Dahl

● The author uses a few words to express emotions, for example: yelled, cried, gasped.

● Make a list of other words you can use in your writing.

Read your own book and make a list of words the author uses to show emotion. Write: Watch the video about Africa, then research about one African animal and write a report to share with the class on Seesaw. https://youtu.be/PSYHMWmyVfo

English Watch the BTN story about Roald Dahl https://www.abc.net.au/btn/classroom/roald-dahl-centenary/10524066?jwsource=cl

● Roald Dahl liked to make up new words. Can you give these objects a new funny name?

phone, onion, flower. Read your own book and explain how the author uses words to make the story fun and interesting. Write a book report on ‘The Twits’. Include:

● Author and illustrator

● What was the

education.nsw.gov.au

texts. ● Popping popcorn ● Buzzing bees

book about?

Crunch n’ Sip

Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip Crunch n’ Sip

Middle Mathematics Number Talk On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there on the farm?

Financial Literacy Complete Task 1 of the Financial Literacy Project.

Mathematics Number Talk 210 + 390 =

● How would you solve this?

● What strategy would you use?

Financial Literacy Complete Task 2 of the Financial Literacy Project.

Mathematics Number Talk Complete the subtraction sentence below.

_____ - _____ = 45 Provide as many solutions as you can. Financial Literacy Complete Task 3 of the Financial Literacy Project.

Mathematics Number Talk Work out the following solution in your head:

2 + 4 + 32 =

● What are two

different ways you can do this?

● Which is easier? Record yourself explaining your response and send it to your teacher on SeeSaw. Financial Literacy Complete Task 4 of the Financial Literacy Project.

Mathematics Number Talk 22 x 13 =

● How would you solve this?

● What strategy would you use?

Financial Literacy Complete Task 5 of the Financial Literacy Project.

Recess Recess Recess Recess Recess Recess Afternoon Emergency Service

Heroes This week we are going to look at heroes in the emergency services. They have been in the news lately because

Visual arts Firefighters do more than just fight fires. Create a poster showing all of the different jobs that firefighters do in our community. Try and have as many different

State Emergency Service (SES)

Watch the BTN video https://www.abc.net.au/btn/classroom/ses-volunteer/10534908 and answer the following questions about the SES:

Nurses There are a lot of things that nurses do behind the scenes that we don’t know about. Watch the video and create a poster. song, rap, artwork or drama piece that shows all the

St John volunteers St John volunteers also help in a medical emergency but there are some differences between them and nurses. Create a venn diagram showing the

of all the amazing work they have been doing in our community. Create a mind map of all the different jobs that our emergency services heroes do.

roles as possible. https://www.abc.net.au/btn/classroom/fire-heroes/11910482

1. Describe the work the State Emergency Services does.

2. What sorts of things are SES volunteers trained in?

3. What character traits do you think SES volunteers would have?

hard work that nurses do. This video will give you an idea of some things you can include https://youtu.be/N7DC2n6pBd8

differences and similarities between the two.

Watch this video to learn about St John volunteers - https://www.abc.net.au/btn/classroom/first-aid-cadets/10533130

Poetry Onomatopoeia activity - Wednesday 13th May

Swish Went the Fish By Kelly Roper

Swish, swish, swish,

Went the little goldfish As he swam around his bowl.

Splash, splish, splash Went his fancy little tail

Because he was a happy little soul.

Glub, glub, glub Went the bubbles he blew

As they floated up to the top.

Smack, smack, smack Went his tiny fishy lips

As he ate his flakes without a stop.

At the Fireworks By Kelly Roper

Whoosh.. Boom!

Crackle, crackle, crackle. Ooo! Ah!

Whoosh... Boom!

Squeal, squeal, squeal. Ha, ha, ha, ha, ha!

Whoosh... Boom!

Sizzle, sizzle, sizzle. Oh! Ah! Ooo!

Boom, boom, boom-a-da-boom! Boom-a-da-boom, boom, boom!

Ooo, ah, oh, ooo, aaaaah!

The Rollercoaster By Kelly Roper

Clickity-clackety, clickity-clackety,

The rollercoaster went up the track. With a whoosh and a squeal

Down the smooth rails of steel, The rollercoaster raced its way back.

Financial Literacy Project Week 3 Going Places Welcome to your new job at MEPS Mapping. We are trying to create the best mapping/GPS system in the world! We want to have instructions that not only tell you where to go, but give you the details of how many steps you need to take and objects you need to avoid. To get our app ready, you will need to complete the following tasks: ❏ Task 1

Create a map of your home with as much detail as possible. ❏ Make sure to include doorways, windows and objects that cannot be moved (beds, tables, cupboards, shelfs, etc.) ❏ If you have a ruler or grid paper at home, use these to help draw your map. ❏ Use different colours to represent different types of objects (e.g. black for walls, brown for doors, red for tables).

❏ Task 2 Using your map, create a journey from one part of your home to another. Make the journey go into different rooms and past obstacles.

❏ Walk the journey yourself, draw it on your map . ❏ If there are other routes that you can take to get to the same destination, draw these on the map as well. ❏ Time yourself walking these different routes to test which is the quickest.

❏ Task 3 Using the visualisation text below -

❏ Highlight the words that describe landmarks, position and movement in different colours. ❏ Using the quickest route, write a list of instructions using the directional language words in the table below. ❏ If you are not sure what some of them mean, write down the definition for it.

❏ Task 4 Using the instructions from Task 3, have a family member follow your instructions word for word.

❏ You are to not give them any extra instructions, only what you have written. Task 5

Write a story that includes the journey your family member completed in the previous task. ❏ Make sure to include language that describes landmarks, position and movement from one position to another in your story. ❏ Include imaginary characters and tasks at each point, but have them following the same route through your home. 

Visualisation Text

Imagine you are walking up three steps. You step onto a grey, pebbled path that is

curving away to the left. As you walk along you notice a tall, brown, gritty ant hill on

your right that is teeming with ants. You stop to take a closer look and one of them

bites you on the toe. You walk on until you come to an intersection. You have to decide

whether to go forward, left, right or back to where you started. At the intersection is an

old rusty sign that is hanging loosely from its pole and gently clanking in the breeze.

The arrow points to the left, so, why not? You turn to the left and immediately see a

castle. The path is leading you straight to it. Between the castle and you is a field of

beautiful blue flowers. As you travel through them, suddenly a small mouse appears

from behind a rock on your right. It scampers across the path and into a hole on your

left. Surprised, you pause for a moment but then move on. In a few minutes, you will

be at the castle!

Directional language

Over Diagonal

Horizontal

Vertical

Parallel Go Clockwise

Anti-clockwise

Rotate 360 degrees

90 degrees

Near Behind Between Around Towards Turn Away from

Path Move 270 degrees

45 degrees

Quarter turn

Three-quarter turn

Up Right Down Left Until Forwards

Half turn

180 degrees

Direction

Under On In front of Backwards

Close to

Along Get to Follow Straight

Route Past