framework for teaching year 3 term 4 week 1
TRANSCRIPT
Framework for Teaching – Year 3 Term 4 Week 1
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 mindfulness activity
Mindful breathing Alternative mindfulness activity
Listen to music Alternative mindfulness activity
Squeezing muscles Alternative mindfulness activity Sun meditation
Close your eyes and think about your Focus on the sound of just one instrument – Starting at your toes, pick one muscle and Close your eyes and think about the warmth breathing. the drums are a great one to start with. squeeze it tight. of the sun and the feeling of the sun’s rays on Breathe in through your mouth and out of Inside alternative: Count to five. your skin. your nose. Lie down on your bedroom floor with the Release, and notice how your body changes. Allow the warmth to spread to your muscles, Can you feel the air coming into your mouth? door shut and your eyes closed. Repeat exercise moving up your body. joints and bones. Can you feel it coming out of your nose? Inside alternative: Think about the journey the light and heat What does it feel like? Find a cool dark space you are allowed to be have made to come and warm you.
Can you feel the rise and fall of your chest or in to do this activity. Think about the glowing energy of the sun. stomach? Inside alternative: If you can’t feel anything, place your hand on Find a sunny spot on the floor and sit there to
your stomach and notice how your hand do this activity
gently rises and falls with your breath.
Remind yourself that trees release the
oxygen we inhale and absorb the carbon You might like to colour the mindful colouring dioxide we exhale. sheets attached to the framework. As we breathe, we are borrowing air before
returning it to nature
Inside alternative:
Sit near an open window.
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 Turn it in 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
PUBLIC HOLIDAY No turn in Task English: Writing Maths – Telling the Time English – The Amazing Race
MUST DO LEARNING
English: Shared Reading Must Do Task:
Comprehension
Think about what the National
Geographic Society is. You might
recognise the magazine, but what
do they actually do?:
“The National Geographic Society
English: Reading Must Do Task:
National Geographic Multi-media
text
Yesterday, you read the transcript
for the National Geographic
Explorers video and drew a
visualisation of it.
English: Reading Must Do Task:
Word Study
Look at the transcript worksheet
from the National Geographic video
from Monday’s lesson.
Circle any words in this text that
have similar meanings to
English: Grammar
Contractions
To ‘contract’ means to make things
smaller.
When we make contractions with words, we are making shortcuts using an apostrophe. e.g. can not = can’t
uses the power of science,
exploration, education and
storytelling to illuminate and
protect the wonder of our world.”
Discuss what this means with an
adult if possible before completing
the tasks below.
1. Read the transcript
worksheet from the
National Geographic video.
(This text shows all the
spoken words from a video
about National Geographic
Explorers.)
2. Underline the key words
that stand out to you the
most.
3. What is a hijab? Write the
definition at the bottom of
the worksheet.
The images that you can see on
your ‘brain TV’ as you listen are
called visualisations.
These visualisations help us to
connect to the text and understand
more deeply.
4. Complete the
‘Visualisation’ worksheet,
based on what you read in
the transcript.
Watch the video now and see if
your visualisation was close to any
of the imagery in the clip!
https://www.youtube.com/watch?v
=IwJu0I9HV8g
Answer the questions about
adventure on the worksheet
provided.
‘explore’.
Select one of the words that you
circled and complete a ‘word bust’ -
Look at the Word Bust Example
worksheet to guide you. Bust your
word in as many ways as you can!
It is = it’s Would not = wouldn’t We usually do this when we speak, but also when writing informal (more relaxed) pieces of writing, for example, diary entries.
Look at the transcript worksheet
from the National Geographic video
from Monday’s lesson again and
use a coloured pencil to underline
contractions.
Use the contractions that you found
to write your own sentences
relating to ‘adventure’ and
‘exploring’.
MUST DO LEARNING
English: Writing
Must Do task:
*Spend 5 minutes reflecting on
the past 2 weeks of holidays.
*Use note taking and key words
to record your experiences.
*Now use your key words and
notes to write a recount of your
holidays.
(You may like to focus on one
special occasion.)
Remember to use:
*interesting word choices
*punctuation
*compound/complex sentences
*correct spelling
*adjectives and adverbs
*editing skills
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.
English: Writing Must Do task:
Turn in Task
Think about an adventure you have
been on. This can be as simple as a
bush walk or as big as an overseas
trip.
Answer the text-to-self connection
questions on the Adventure Writing
worksheet provided.
Remember to use:
*interesting word choices
*personal pronoun (I . . . . .)
*punctuation
*compound/complex sentences
*correct spelling
*adjectives and adverbs
*editing skills
English: Writing Must Do task:
Synonyms are words that have
similar meanings.
Record a list of adjectives related
to adventures in your workbook.
Write synonyms for the adjectives
you have chosen.
You will use these words in
your narrative writing tasks
this term.
English: Writing Must Do task:
Turn in Task Today you will be going on an ‘Amazing Race’. You will need to collect objects to complete an adventure race. Your goal is to use your senses and your thinking skills to unlock the answers. At the conclusion of your ‘Amazing Race’, you must submit your Response Sheet to your teacher who will give you an ‘ADVENTURE’ word. This word must be used in your narrative writing this term. Use the ‘Amazing Race’ instructions and response sheets to complete your activity. Safe Adventuring and Good Luck AMAZING RACERS!
MUST DO LEARNING
Maths: Whole Number
Must Do task:
LI: To represent numbers of up to
four digits using objects, words and
numerals.
Launch:
Play place value celebrity heads to
warm up. Choose a 4 digit number
and ask questions that will help you
find it out eg Is my thousands place
larger than a 2?
What numbers can you make using
6, 4, 5 and 8? List all the
possibilities.
Explore:
Roll a dice 4 times to choose your
numbers. Write your 4 digit number
on the Number of the Day
worksheet.
Extending prompts:
Can you complete the Number of
the Day worksheet with a 5 digit
number?
Maths: Whole Number Must Do task: L I: To arrange numbers of up to
four digits in ascending and
descending order
Launch:
Place these 4 digit numbers in
ascending order.
Place these 4 digit numbers in
descending order.
Explore:
Play Place Value Wars
Play this game with Uno cards or a
classic deck with face cards
removed. Each player has 4 piles
and lays down the top card from
Maths: Time Must Do task:
Turn it in L.I: To understand that the two
hands on a clock have a different
purpose and that each hand tells us
something different.
Launch:
Play Telling the time
https://mathsframe.co.uk/en/reso
urces/resource/116/telling-the-
time
Explore:
Can you help Mrs Terrey with
Telling the Time?
https://youtu.be/IwqooGJPUII
Complete the first 2 activities about
Professor Pike Lafayette Braddock
Esquire's new pocket watch. Telling
the Time.
For anyone feeling like a challenge –
complete the 3rd activity.
Maths: Time
Must Do task:
L.I To understand that the two
hands on a clock have a different
purpose and that each hand tells us
something different.
Launch: Play Telling the time in words https://mathsframe.co.uk/en/resources/resource/117/telling-the-time-in-words Explore:
There are two different activities to
complete. What is the Time? has
analog clocks only and The Time
Is... has a mix of analog and digital.
You can complete both or choose
one. If you like a challenge I would
try the The Time Is....
Can you put the mixed-up times in
order? Cut and paste them and
arrange them in a circle.
each. The players say the resulting
numbers out loud (e.g. “five
hundred and thirty”) and the player
with the highest number wins. In
the above picture the 621 would
win as it is larger than 530.
Record your numbers on the Place
Value Wars score card.
MUST DO LEARNING Science
Must Do task:
Classification of Living Things
In this lesson, students will be
introduced to the characteristics of
living things through the video
‘Breaking News.’ The students will
choose an animal or plant to
research and explain why it is a
living thing. View the stimulus video: Breaking
News
https://www.inquisitive.com/video/
1310-breaking-news (a news story about an inhabitable
planet- Planet Zog being
discovered. There are no living
things currently living there so
scientists are asking for applications
to live there.) Look at the Science worksheets to
complete the next parts of the
lesson.
After viewing the stimulus video:
Breaking News, read an
earthworm’s application form to
apply to live on Planet Zog. He has
put some of his answers in the
wrong place. What has he done
wrong?
Using these website links: https://www.sciencekids.co.nz/scie
ncefacts/animals.html
https://www.natgeokids.com/uk/ca
tegory/discover/animals/
Handwriting
Must Do task: Complete the next 2 pages in 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.
Creative Art Egg Carton Animal Portraits/ Design
and create activity.
Free/creative expression to
create an animal sculpture.
You will need:
Egg cartons, paint, glue, backing
board/cardboard.
Students choose an animal
character from an adventure
story.
Design and create.
PBL We will be zooming with Mrs Parker to talk about this task. Must Do task:
We are continuing our research, looking at our chosen neighbouring countries. You are to complete the next page in your research booklet.
• Is your country close to the equator?
• What is the climate in your country?
• What is commonly used for transportation?
• What does traditional clothing in your country look like?
Catch Up time
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.
https://www.softschools.com/facts
/plants/
https://www.sciencekids.co.nz/scie
ncefacts/plants.html
Choose a living thing and complete
an application form for it to live on
Planet Zog. Show your application
form to someone else and can they
tick off the following statements?
• Each part of the
application form has been
filled out.
• The applicant has
explained clearly how it
demonstrates
• the four characteristics of
living things.
• I agree that this applicant
is a living thing and should
be accepted onto Planet
Zog. Find an image of their chosen living
thing. Complete a labelled scientific
drawing. Remember they should be
ABCDE (Accurate, Big, Colourful,
Detailed, Explained.)
You will find the activity sheets to
accompany this lesson in the
worksheets section.
Click on the link below and
follow the steps to making your
animal portraits
https://www.instagram.com/tv/
CBVJV8xnCa8/
CAN DO LEARNING
Sport
Complete the attached Flip a Coin
workout. Feel free to increase or
decrease the repetitions to suit
your fitness level.
Wellbeing Wednesday Lesson 17-Solving Problems
Objective:
The students will learn how to:
• Recall the first Problem-Solving Step
• Identify and state a problem in response to scenarios
• Identify blaming language in response to scenarios
Look at the attached second step discussion photo.
Travis thinks Leo is hogging
the swing, but Leo got there
first. They have a problem.
1.Watch the video below
https://www.youtube.com
/watch?v=8evQfBeB1OQ
2.Discuss with a family
member what they could
do to solve their problem.
3.Complete the handout
Identifying blaming words
activity.
Assembly Time
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
BTN
Watch this week's episode of BTN https://www.abc.net.au/btn/cla s sroom/
Challenge yourself and complete the quiz.
Transcript: This is what a National Geographic Explorer looks like
If I was an explorer
If I was an explorer, I would wake up, put on my gear, put on my hijab, my
binoculars, my hat
I would take my tools to investigate
I would put on my space suit and shoot off to the stars.
If I was an explorer, I’d climb into a rocket
I’d fly to the sun
I like to go to the places that most people don’t usually go to
To explore my city.
I’d tell stories to the world with my photos and videos of my experiences, my
discoveries
I’d go to the depths of space; the bottom of the ocean.
If I was an explorer, I wouldn’t care about getting dirty
I would discover and analyse different things that have never been seen before
I’d discover new species
I’d find a cure for cancer.
I would take my findings back to the lab to build new things and create new
things
I’d recycle our trash to build buildings and make the world a better place.
Being an explorer is all about understanding this world better
To show the world a different way of seeing
To venture into uncharted territory.
My name is Arthur Huang
My name is Hannah Reyes Morales
My name is Dominique Goncalves
And this is what an explorer looks like.
Visualisation
We are learning to make visualisations about what we hear or read.
Name: _________________________________
Listen to the words in the text and create pictures on
your ‘brain TV’ to go with the words. This can help you to make deeper connections
with the text.
Think: I’m picturing… I can imagine… I can see…
I can feel… I can taste… I can smell… I can hear…
I heard the words…
and this image came to my mind
My Brain TV
Number of the Day Today’s number is:
1
15
3 9
4 10
5 11
6 12
7 13
8 14
2
Write it in words
Write a word story for it
Round it to the nearest 10 Add 100 to it
Round it to the nearest 100 Subtract 100 from it
Number after it Double it
Number before it Expand it
Add 10 to it Times it by 10
Subtract 10 from it Times it by 100
Draw it in place value materials
2
Unit 1 Classification of Living Things Lesson 1 Living Things
Year 3 / 4 Biological Sciences Living World © Inquisitive Pty Ltd.
Watch the video Breaking News.
An earthworm has filled out the application form to apply to live on Planet Zog. However, he has put some of his answers in the wrong place! Can you work out what he has done wrong?
Think, pair, share your thoughts.
2
3
Application form to live on Planet Zog
Name of applicant: Earthworm
Do you grow and change? Yes
Explain: I don ’ t l i ke br igh t l i gh t so on sunny days ,
I respond by s tay ing underground .
Do you need energy? Yes
Explain: I was o l d enough to have my own bab ies
at j us t 60 days o l d . They hatch from eggs .
Do you reproduce? Yes
Explain: Even though I s tar t off sma l l I can grow
up to 30 cm.
Do you respond to your environment? Yes
Explain: I get my energy by eat ing manure and
decompos ing plants.
An interesting fact about me: I have no ears bu t my body can sense the v ibra t i ons of o ther an ima ls mov ing nearby .
3
Unit 1 Classification of Living Things Lesson 1 Living Things
Year 3 / 4 Biological Sciences Living World © Inquisitive Pty Ltd.
Living things need your help! Using the research links from your teacher, choose a living thing and complete an application form for it to live on Planet Zog.
4
Application form to live on Planet Zog
Name of applicant:
Do you grow and change?
Explain:
Do you need energy?
Explain:
Do you reproduce?
Explain:
Do you respond to your environment?
Explain:
An interesting fact about me:
4
Unit 1 Classification of Living Things Lesson 1 Living Things
Year 3 / 4 Biological Sciences Living World © Inquisitive Pty Ltd.
Swap application forms with a partner. Read through your partner’s application form and respond to the following statements.
Each part of the application form has been filled out.
The applicant has explained clearly how it demonstrates the four characteristics of living things.
I agree that this applicant is a living thing and should be accepted onto Planet Zog.
Signed:
Find an image of your chosen living thing. Use it to complete a labelled scientific drawing. You could use your drawings to make a class display of Planet Zog.
5
6
FLIP A COIN FITNESS
Flip a coin. Whichever side it lands on will tell you which activity
to do. Complete each day.
ROUND HEADS TAILS
1 10 Tuck jumps
1 minute Plank
2 10 Push ups
40 High knees
3 10 Lunges
each side
Wall sit for 1
minute
4 10 Sit ups
20 Squats
5 30 seconds run on spot
20 Frog jumps
6 50 Star jumps 30 seconds Down dog
7 10 Burpees
20 Side to side jumps
Adventure
How do the people in the video feel about adventure? What clues make you think this? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an adventure? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Where can adventures take you? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an explorer? __________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________ What types of adventures are there? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Adventure Writing Task
1. I think that being adventurous means...
___________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________
2. What sorts of adventures can you go on in your area?
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
3. The most adventurous thing I’ve ever done was...
___________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Place Value War Score Card
Name
Name
TH
H
T
O
TH
H
T
O
If your number is the larger one each round, put a tick next to it so at the end you can count how many ticks each player has to determine the WINNER!
Directions1. Listen to your teacher read the scenario and the blaming statements.2. Keep track of the number of blaming words on your fingers as you hear them.3. Write the blaming words in the space provided.
Scenario Blaming Statements Blaming WordsTravis and Leo are arguing over the swing.
Travis:“You’re always hogging the swing!”
Leo:“I never get to swing by myself because of you.”
always, never, because of you
Debbie and Tabitha are arguing about who gets to go first on the slide.
Debbie:“You never let anyone else go first on the slide.”
Tabitha:“You’re always bossing people around and getting your way!”
Charles and Sam are arguing about what to do after knocking over the teacher’s planter.
Charles:“You made me do it! You bumped into me on purpose.”
Sam:“You’re always getting in my way! You never make room for others.”
Grade 3, Unit 4 Lesson 17: Solving Problems, Part 1Handout
Page 72 Second Step: Skills for Social and Academic Success © 2011 Committee for Children
Telling the Time in Blocks of 5 Minutes Professor Pike Lafayette Braddock Esquire has a new pocket watch, but he needs help to know what time it is.
5 minutes to 10
15.
10 minutes past 8
16.
20 minutes to 11
17.
5 minutes past 7
18.
25 minutes past 4 25 minutes to 9 15 minutes (quarter to) to 1
15 minutes past (quarter past) 9
The hands of the professor’s pocket watch have fallen off! Draw them on so he knows what time it is.
5. 4. 3. 2. 1.
6. 7. 8. 9. 10.
11. 12. 13. 14.
Telling the Time in Blocks of 5 Minutes Professor Pike Lafayette Braddock Esquire has a new pocket watch, but he needs help to know what time it is.
5 minutes to 10
15.
10 minutes past 8
16.
20 minutes to 11
17.
5 minutes past 7
18.
25 minutes past 4 25 minutes to 9 15 minutes (quarter to) to 1
15 minutes past (quarter past) 9
The hands of the professor’s pocket watch have fallen off! Draw them on so he knows what time it is.
5. 4. 3. 2. 1.
6. 7. 8. 9. 10.
11. 12. 13. 14.
Telling the Time in Blocks of 5 Minutes
Extensive Activity Professor Pike’s pocket watch never tells the correct time!
Write down what the watch says if the real time was:
20 minutes to 10
1. 5 minutes slow 2. 15 minutes fast
3. 10 minutes slow
4. 20 minutes fast
5. 15 minutes slow
6. 25 minutes fast
Friday Writing Task
YEAR 3’s AMAZING RACE!
1. You will need: a sharp pencil and something to lean on, eg. clipboard.
2. Your job is to tick as many tasks as you can from the list.
3. Record your answers on the Response Sheet and turn in to your teacher to receive your
ADVENTURE word!
o Using your senses, find a tree and record 3 adjectives to describe the tree.
o Look above at the sky and give 2 adjectives to describe the cloud formations/colours you see.
o Collect any object that begins with a consonant.
o Stop and listen. Record 2 things that you can hear and give an adjective to describe each one.
o Identify a native plant in your garden and give 2 verbs with adverbs to describe its movements.
Eg. Bottlebrush - dancing gently in the breeze
o Collect an object that you could describe as ‘rough’.
o Can you feel the breeze? What does it feel like? Give 3 adjectives to describe it.
o Find any object that is bright and colourful.
o Find any interesting object. List 3 prepositions to describe its location. (E.g. Over, under, beside)
o Collect something that is made by humans.
o Find a leaf. Look closely at the leaf and do a rubbing of it. List 2 adjectives to describe the leaf.
Eg. What does it feel/smell like?
o Locate any living thing on the ground. Write an interesting complex sentence from the perspective of
this living thing. *Hint – it will include the pronoun ‘I’.
o Collect an object that begins with a vowel.
o Find and record a place where light is being reflected onto the ground. Write one word to describe what
it looks like.
o Stop for a minute and note your own feelings and emotions as you are participating in the Year 3
Amazing Race. Describe how you are feeling in a complex sentence.
Friday Writing Task Amazing Race Response Sheet
1.Tree description
2. Cloud formation /colour
3. Object beginning with a consonant
4. Sounds around me
5. Native plant
6. Something rough
7. Describe the breeze
8. Something colourful
9. Interesting object prepositions
10. Something made by humans
11. Adjectives to describe leaf rubbing
12. Living thing complex sentence
13. Object beginning with a vowel
14. Describe light reflection
15. Your feelings as an Amazing Racer
http://nrich.maths.org/7377
© University of Cambridge
Clock faces
What Is the Time?