Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21



9:00-10:00 Reading activity

10:00-11:00 Writing Activity

11:00-11:30 Recess

12:00-1:00 Numeracy Activity

1:00-2:00 Lunch

2:00-3:00 Mind, Body and soul

activity

This week students will be completing school work from home with the support of their teachers over the phone and on Class Dojo.

Attached is your child’s working from home learning pack. Your child is required to complete 1x Reading, 1x Writing, 1x Numeracy and 1x Mind, body & soul activity per day. Completed work should be posted in your child’s portfolio on Class Dojo. Please contact your child’s class teacher if you have any questions or concerns.

Learning from home timetable:

Stage 2 - Big idea: Australia’s Amazing Environments

This term we will be investigating the wide variety of environments that are found around Australia and how we can take care of our special place. This week our focus is on: Rivers and their Environments

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Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21

Literacy MONDAY TUESDAY WEDNESDAY THURSDAY

Today’s text is “River Story” by Meredith Hooper. Here is the link

https://youtu.be/z_sNFS-VMvQ As you are listening to the reading of the text think about the vocabulary the author uses to make the river come alive. After listening to the reading answer the following questions. 1. What is the purpose of this text? (to persuade (persuasive), to inform (informative), to entertain (entertaining)). Explain your thinking. “This is a ______ text because …..” 2. Find in the text 6 examples of noun

groups or adjectives that describe the river. (For example “fast-moving river”)

3. Listen to the reading again and stop on Page 12. On this page the author describes how the river moves down the mountain. When reading do you think the river moves “soft and gentle” or “fast and harsh”. Explain your thinking.

Begin with “I think the river ….”

Analysing the River Map

Take a look at the river map in your packet (Pages 28-29) Analyse the map and use your finger to trace through the direction of the river in this story. Questions you must answer: 1) In your own words, identify and explain some key features of rivers that you have learnt whilst analysing this map? 2) When water is travelling from the source it is travelling fast, whereas when water is travelling through the meanders it travels much slower. Explain your reason for why this occurs?

Read: How Rivers are Formed Questions to answer.

1. What have you learned about a river?

2. Use your dictionary or google to source the meanings of the highlighted words. source – elevation – tributaries – mouth – ecosystems – organisms – irrigation

3. Where does saltwater and freshwater mix?

4. Draw pictures in the empty boxes to illustrate the article

RIVER JOURNEY I was born high in the hills, jumping over stones, chuckling and laughing. I listened to winds playing in the heather. I grew into a bubbling burn, wandered through fields, yellow with buttercups. I made music, singing songs in the sunshine. I became a shining stream, wound my way among stones, silver with darting fish. I danced with long shadows in the evening I hurried over rocks, under bridges, grown up at last, my waters wide and deep, till I tumbled into the open arms of the sea.

Read the poem aloud and think about its meaning.

1. Who is talking in this poem?

2. How do you know?

Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21

Writing The author describes the rivers journey from start to finish. Write a short paragraph to describe the river’s journey in your own words. (Think about where it starts, where it flows to, what it flows past and where it ends). Look back at last week's pack on how to write an effective paragraph. You may wish to draw a river to represent your thinking.

Writing Today’s writing task is to plan a story a river’s journey or about your trip along a river. You are to use your knowledge on rivers to create this story. You must do your planning on the planning sheet attached to this learning pack to guide you in your planning. You are to make sure that when you are planning to include a beginning, middle and an end as well as be creative and imaginative. Your story might be about an adventure, crossing a river or travelling a river OR about people who may live near a river. They may be helped by the river,or put in danger by it.

Writing Today you will write a story about a river’s journey or about your trip along a river. Please use your planning from Tuesday, taking care to use descriptive language to make it as interesting and exciting as you can. Think about:

• the characters and where they are • the complication or problem to be

solved • how the story will end.

Remember to:

• write in sentences • pay attention to the words you

choose and your spelling • include paragraphs and punctuation • check and edit your writing when

you have finished.

Writing Look back at the poem Write some words which explain the movements of the river. Use some of these words to write a poem of your own.

FRIDAY Read for enjoyment: You should read for 20 minutes. Think about;

• Share a summary of the book you read. • Did it remind you of another book you read? How?

Send a picture of the book you read on your portfolio on class dojo answering the questions above. Writing: This week we have examined rivers, one type of environment found in Australia. Think about your new learning about rivers. In your pack you will find a blank mind map on rivers. In the boxes, add your new learning about rivers. Colour in and post to your portfolio. Catch Up on any work you may not have completed.

Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21

MATHEMATICS – Please show all your working out. On FRIDAY choose one game to play again! MONDAY TUESDAY WEDNESDAY THURSDAY

Addition and Subtraction word problems 1) There are 162 reading books in one classroom and 342 reading books in the other. How many reading books are there all together? Please show ALL working out.

2) Mark has a collection of 348 Pokémon cards. His sister took 216 away from him.

How many cards are there remaining? Please show ALL working out.

3) Jacinta has 123 biscuits. She needs 200 cookies for the school bake sale. How many cookies does Jacinta need to make to have enough for the bake sale? Please show ALL

working out.

4) Joseph is having a birthday party. His grandpa gave him 95 balloons. His little

brother came along and popped 32 of those balloons. How many balloons does Joseph have now? Please show ALL working out.

5) There are 4.5 litres of milk in a pot. The chef stirs 2.5 grams of salt and 1.2 litres of water. How much liquid is in the pot now?

Please show ALL working out.

Two handfuls Watch the following video: https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-2/contexts-for-practise/two-handfuls-part-2 You will need: • pencils/ markers • paper • pasta, counters, marbles or dried beans.

Instructions • Take 36 objects. • Form them into a rectangular structure

so that you have equal rows and columns. We call this an array. Draw and describe your array using words and symbols.

• Re-organise your pasta pieces so it forms a different rectangle. Draw and describe your array using words and symbols.

• Keep re-organising your pasta pieces until there are no more arrays you can make. Draw and record all of your arrays.

• Pick your favourite array and describe it using both multiplication and division. Record your thinking in your notebook.

Post the pictures of your arrays and share your thinking on our digital platform. .

The counting game- multiples Watch the video to learn how to play https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-2/contexts-for-practise/the-counting-game-multiples You will need:

• pencils or markers • paper

Instructions • Select a target number, for example, 85. • Then select a unit value, for example,

fives. • The goal is to be the player who says the

target number. • Players can count on by saying the next

1, 2 or 3 number words in the fives sequence.

• Players collect a counter (or a tally mark) if they say the target number. A new target number is chosen, and players play again.

Reflection • Is there a way to play so that you never

lose? • I wonder if Michelle could have changed

her moves in any way to win. Could you give Michelle some advice? If she had said different number words, how could she have won?

101 and you’re out! Watch the following video: https://sites.google.com/education.nsw.gov.au/get-mathematical-stage-2/contexts-for-practise/101-and-yourre-out You will need: • dice or numeral cards 1-6 • pencils or markers • paper. Instructions • Make a game board by drawing a 6 x 4

table. • Label the first column as ‘tens’, the

second column as ‘ones’, the third column as number and forth column as total.

• Each time you roll the dice, you must decide whether the number is representing ‘ones’ or ‘tens’. For example, if I roll a 3, I could use it as 3 ones (3) or 3 tens (which we rename as 30). If you choose to use your 3 as 3 ones, record the number in the ones column. If you choose to use your 3 as 3 tens (30), record your number in the left column.

• Continue to play for 6 rolls. • Once you write a number, you can’t

change it. • The winner is the player with the sum

that is closest to 100 without going over! • Draw up 4 new game boards. Using the

same numbers you rolled, use the game boards to get closer to 100 than you did in your first game.

Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21

Mind, Body and Soul Activities Field Work Excursion

Environment Field work Visiting The Duck River on the border of Auburn and South Granville Walk with your family down to the Duck

River and look at the plants and animals. See what you can find in the area. (Don’t

approach or touch any of them or pick the plants). The Wetlands also provide a home to three Endangered Ecological Communities and several threatened species, and are highly valued by the local community. Activities to choose from

• List the animals that you see. • Draw a map of your area of the

river • Read the poem about the Ducks

of the river and post on Dojo. • Complete the I See, I Think, I

Wonder page

Science What is soil? (Read in attached resource)

Making Compost Watch the YouTube video. https://www.youtube.com/watch?v=Q5s4n9r-JGU Follow the instructions in the video to make compost to keep your garden healthy. Answer the questions:

1. Why is soil important? 2. What are the essential

ingredients of compost?

History

Duck River, looking towards the Mona Street bridge, South Granville in 1976. DUCK CREEK Read the article about Duck Creek in your Pack Watch these two links.

https://www.youtube.com/watch?v=6Pw9cpdYTnw http://findingbennelong.com/strangers Take some notes. • Who are the first people of the Duck

Creek area? • Who was Arthur Phillip? • Write a paragraph about what you

have learned from your reading and the links.

Visual Arts Following your Duck Creek trip here are some drawing ideas for you so enjoy and have fun. Post your drawings on Dojo

Draw a colourful image of the undergrowth in Duck Creek

Leaf Rubbings or drawing

Draw one of the birds or insects you saw

Learning From Home – Stage 2: Term 3 Week 3 – 26/7/21

Mindfulness Mindful Colouring

Take some quiet time to reflect and colour the picture of the platypus in the river. Think about the colours

that belong in the river and use different shades of those colours to accurately represent the movement

and animals in the rivers that you have been learning about this week.

Geography Environment Physical Features The Australian continent is low, flat and dry compared with other continents of the world. It can be divided into four major landform regions: the Coastal Plains, the Eastern Highlands, the Central Lowlands and the Western Plateau. These landform regions have been created by movements in the Earth's crust, river erosion and changes in climate and sea level.

• What movements change the land formations.

Eastern Highlands Some of the mountains are volcanic. The Eastern Highlands are also home to gorges (valleys with cliff walls). These gorges were carved into soft areas of rock by streams and rivers. Rivers of Australia Research

• Watch the video. • use bullet points to write the

important features that you have discovered.

• Write the names of rivers you can find on the map.

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

PDHPE Catching Follow the link below to watch the episode and join in the catching fun with Adam and Elissa. GetActive@Home – Episode

Look at the Catching card and complete the activity:

Technology Read the new issue of T4L Kids https://issuu.com/technology4learning/docs/t4lkids_issue5

Choose an activity (either digital or off line) to complete. Share your work on Class Dojo

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n as ‘ten

s’, the seco

nd

colu

mn

as ‘on

es’, the th

ird co

lum

n as n

um

ber an

d fo

rth co

lum

n

as total.

• Each

time yo

u ro

ll the d

ice, you

mu

st decid

e wh

ether th

e n

um

ber is rep

resentin

g ‘on

es’ or ‘ten

s’. For

examp

le, if I roll a 3

, I cou

ld u

se it as 3 o

nes (3

) or 3

tens (w

hich

we ren

ame as 3

0). If yo

u ch

oo

se to u

se you

r 3

as 3 o

nes, reco

rd th

e nu

mb

er in th

e on

es colu

mn

. If you

cho

ose to

use yo

ur 3

as 3 ten

s (30

), record

you

r n

um

ber in

the left co

lum

n.

• C

on

tinu

e to p

lay for 6

rolls.

• O

nce yo

u w

rite a nu

mb

er, you

can’t ch

ange it.

• Th

e win

ner is th

e player w

ith th

e sum

that is clo

sest to 1

00

with

ou

t goin

g ove

r!

• D

raw u

p 4

new

game b

oard

s. Usin

g the sam

e nu

mb

ers you

rolled

, use th

e game b

oard

s to get clo

ser to 1

00

than

you

did

in yo

ur first gam

e.

• P

lay again w

ith so

me

on

e else.

Target nu

mb

er 85

Player A

: 5, 10

,

Player B

: 15

, 20, 2

5...

Player A

: 30

, 35

, 40

...

Player B

: 45

...

Player A

: 50

, 55

Player B

: 60

Player A

: 65

,

Player B

: 70

, 80, 8

5!

• P

layer B co

llects a cou

nter

(or tally m

ark!)

Duck R

iver,

lookin

g tow

ard

s the M

ona

Str

eet bri

dge

, S

outh

Gra

nvill

e in 1

976.

DU

CK

C

RE

EK

The D

uck R

iver

flow

s in a

genera

lly n

ort

h then e

ast-

nort

h-e

ast

direction for

about 11.5

kilo

metr

es f

rom

where

it rises f

rom

a

dra

in in the s

uburb

of

Birro

ng

to w

here

it

join

s t

he P

arr

am

atta

Riv

er

at

Silv

erw

ate

r. In its

low

er

reaches it

is a

tid

al cre

ek.

For

thousands o

f years

the land a

round P

arr

am

atta w

as h

om

e,

hunting g

round a

nd m

eeting p

lace f

or

mem

bers

of th

e

Burr

am

attagal cla

n o

f th

e D

aru

g p

eople

.

The

sout

hern

rive

rban

k w

as a

vita

l sou

rce

of th

eir f

ood

and

livin

g re

sour

ces.

In th

eir s

easo

nal r

otat

ion

of c

amps

ites

arou

nd

thei

r ter

ritor

y, th

e cl

an w

ould

hav

e fo

und

that

the

abun

dant

fis

h, s

hellf

ish,

bird

s, re

ptile

s an

d m

arsu

pial

s co

ntrib

uted

gre

atly

to

thei

r dai

ly q

uest

for f

ood.

The

river

was

dis

cove

red

by G

over

nor P

hillip

soo

n af

ter

Euro

pean

s la

nded

in 1

788

On 2

2 A

pril 1788 G

overn

or

Art

hur

Phill

ip a

nd h

is p

art

y journ

eyed inla

nd b

y b

oat fr

om

Sydney

Cove t

o fin

d b

etter

farm

lands f

or

the n

ew

settle

ment. A

t th

e

head o

f th

e n

avig

able

riv

er

they landed o

n the s

hore

near

Cly

de

nam

ing it

Duck R

iver

du

e t

o t

he

ab

un

da

nce

of

du

cks in

the

are

a.

Th

ey le

ft t

he

ir b

oa

ts t

o e

xplo

re the a

rea b

ut could

not

penetr

ate

the thic

k b

ush.

Austr

alia

’s f

irst com

mis

sio

ned b

ridge w

as b

uilt

over

the D

uck

Riv

er

in 1

797

in a

n e

ffort

to o

pen u

p land tra

nsport

alo

ng

Parr

am

atta R

oad. O

ver

the n

ext

100 y

ears

the d

evelo

pm

ent

alo

ng this

riv

er

corr

idor

saw

much o

f th

e o

rigin

al fo

rest

cle

are

d

for

industr

y a

nd a

gricultura

l use.

Wh

at is

so

il?

Soil is

the m

inera

l and o

rganic

matte

r that c

overs

most o

f the

Earth

's s

urfa

ce.

Pla

nts

gro

w in

it. We liv

e o

n it. B

uild

ings s

tand u

pon

it. So

il is a

key p

art o

f our e

cosyste

m.

Soil is

like a

cake m

ade fro

m lo

ts o

f diffe

rent th

ings.

It consis

ts o

f cru

mblin

g ro

ck o

r san

d, c

lay, d

ead

pla

nt a

nd

an

imal re

main

s, fu

ngi a

nd e

ven

man

ure

(an

imal p

oo

). It als

o

conta

ins lo

ts o

f tiny c

reatu

res, s

uch a

s e

arth

wo

rms

.

Earth

wo

rms tu

rn th

e p

lant a

nd a

nim

al m

ate

rial in

to n

utrie

nts

.

They a

lso d

ig th

rough th

e s

oil, w

hic

h lig

hte

ns a

nd lo

osens it s

o

pla

nts

gro

w b

ette

r.

To b

e h

ealth

y

soil n

eeds

co

mp

os

t to

help

the p

lants

to g

row

.

NSW Department of Education

Catching challenges

5