© NSW Department of Education, Nov-21 1

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QUEANBEYAN WEST PUBLIC SCHOOL ‘Nothing but the best’ - Be Safe. Be Respectful, Be Responsible

Term 4 - Week 6

Activities to keep you engaged in your learning – Year 5 & 6

Things you need

Activity You will need

Most activities Pencils

Workbook

Mathematics 26 items (e.g. pegs, pencils, pasta)

6 blocks

GetActive@Home Soccer ball, netball or similar sized ball

3 small items (socks or soft toys)

S3 Week B

During the day make sure you take time to

- do a care and connect - take a brain break - do some physical activity

Care and connect – Belonging

Time to care and connect. Where we care for ourselves, care for our family and care for our friends. Draw a picture of your special family and friends. If you have pets, you can draw them too. Put your picture on your desk or where you are doing your learning to remind you of who you care about, who cares for you and where you belong.

Brain break – Hello

It’s time for a brain break to recharge for some learning! At the moment, it’s the Paralympics. So many countries from around the world take part, so many different languages spoken by the athletes. How many ways can you say Hello? For example: Hello, Hi, G’day. Do you know how to say hello in other languages? Did you know Hola is Spanish for Hello? Have a chat to your family members and see how many ways your family can say hello!

Physical activity Check out the GetActive@Home activity in the pack.

© NSW Department of Education, Nov-21 3

English – Activity 1 – Connotation, Imagery and Symbol Let’s explore adjectives and rhyming words. Look at the picture below. Your task is to describe the scene to a member of your family or household.

To do this you will need to use descriptive language. You want the person

listening to your description to almost feel like they’re in the scene. Use your

senses to give those descriptions.

- What can you see? (e.g. leaves, trees, ground)

- What can you hear? (e.g. birds, breeze)

- What can you smell? (e.g. flowers)

- What can you feel? (e.g. breeze, leaves) imagine picking

something up.

Remember to use your describing words as adjectives (e.g. crunchy, orange, dry

and beautiful). For example; the wavy golden leaves gently floated down from

high above. Can you compare the leaves to something else? For example; the

leaves are as crunchy as my fresh apple or the soft breeze tickled like a feather.

Describe this image to someone in your family. Remember to use lots of

descriptive language in your sentences using your senses and maybe some

comparisons.

S3 Week B

English – Activity option 2 – Poetry and symbolism What are symbols? A symbol is an object that stands for something else. It could be an action, person, place, colour or object. All of these can have symbolic meaning.

Write down what you think these symbols represent?

You guessed it, love, recycling and that someone likes this. Symbolism is when an object or word represents, or symbolises, an abstract idea different from the literal meaning.

So why do authors use symbolism? Authors use symbolism as a story element to provide a deeper understanding of the text.

Symbolism can:

• Convey deeper messages • Connect the story and theme • Show instead of telling, make the story more interesting.

How do you uncover symbolism?

Look for an object or objects that keep popping up throughout the story. Think about how a character is reacting to an object.

When you read, consider symbols that might pop up in the text. Think about how the author might be using symbols to convey a message.

© NSW Department of Education, Nov-21 5

Read the poem ‘Magpie’, consider the symbolism that might be conveyed in this:

Magpie

Last night, the stars, brilliant in the midnight sky

seemed close enough to touch.

This morning, frost and sun define the day

outlining leaf and limb in wispy grass –

I reach for words to tell you how it is,

and then, a magpie beats me to it

sums it up in just one note.

In the box below, complete your answers to the following questions:

What do you think of when you heard the word Magpie?

What do you think the word Magpie symbolises?

S3 Week B

English – Activity 3 – symbolism in literature

A ‘Five Senses Poem’ has a title and five lines that describe a title. Each line refers

to one of the five senses and uses a simile. Read through the sample below.

Now it's your turn! Write a senses poem about a magpie, including a simile or metaphor. For example:

• I see eyes as cunning as a hungry fox. (Simile) • I see a sharp beak that is a razor. (Metaphor)

'Magpie'

• Magpies feel like...

• Magpies sound like...

• Magpies look like...

• Magpies smell like...

• I think magpies...

© NSW Department of Education, Nov-21 7

English Activity 4 - For those who like a challenge! ▪ Write a senses poem about one of the seasons - summer,

autumn, winter or spring.

▪ Write a senses poem about your favourite animal.

S3 Week B

Mathematics – Exploring 2D shapes Let's explore trapeziums!

You will need:

• pencils • your workbook • Tangram pieces (see following page for template)

We are going to use our tangram pieces to explore trapeziums.

What do you think is a trapezium is? Use a Frayer Chart to record your thinking.

Tangrams 1 Part 2

Examples

(Draw, write or describe some examples)

Non-examples

(Draw, write or describe some non-examples. Ask yourself ‘What isn’t it?’)

Definitions and features

(Draw, write or describe a definition and some really important features)

edu.nsw.link/zKUSgh

© NSW Department of Education, Nov-21 9

Watch the video ‘Tangrams 1 Part 2’ or follow the instructions below.

A trapezium is a quadrilateral with at least one pair of parallel sides.

This square is a trapezium. It is a quadrilateral, it has 4 angles and 4 sides. And at least one pair of parallel sides.

How many different trapeziums can you make using the tangram pieces?

Number of pieces

Shape

1

2

trapezium (parallelogram + triangle)

trapezium (parallelogram + triangle)

trapezium (square + triangle)

3

S3 Week B

Watch the video ’Tangrams 1 Part 3’ or read the activity below.

Keep in mind this definition of a trapezium.

Looking at the trapeziums you made, are you able to see that you can combine two dimensional shapes to form other shapes?

Use your Frayer Chart to include more examples or non-examples of trapeziums. How would you refine or add on to your definition

or characteristics of a trapezium?

What did we learn today?

We can partition (decompose or break apart) two dimensional shapes to form other shapes.

This reminds us of how numbers work – inside bigger numbers are smaller numbers and inside bigger shapes are smaller shapes!

For those who like a challenge! Make a trapezium using:

• 1 tangram piece • 2 tangram pieces • 5 tangram pieces • 7 tangram pieces.

Record your trapeziums in your workbook using a table to organise your thinking.

© NSW Department of Education, Nov-21 11

Tangram

Cut out the shapes carefully or watch this video to learn how to make your own.

This Photo by Unknown Author is licensed under CC BY-SA-NC

S3 Week B

GetActive@Home – Dancing

Find some room to do a big stretch.

1. Do some twists with your hands touching opposite toes 2. Run on the spot for 10 seconds 3. Take some steps to the side and back 4. Double hop 5. Twist your body We are going to do some movements based off some famous sports stars

‘Ian Thorpe’

Jump and spin, with your hands pointed above your head, landing back in the same spot. Then run on the spot for three steps (cha, Cha, Cha)

‘Le Bron James’ Dribble jumps to the side, 3 times and back the other way. Use your hand to make it look like you are bouncing a ball the way you are going.

‘Ash Barty’ Holding a ‘raquet’ you are going to do a forhand and then a back hand. While twisting your body and raising your leg.

‘Cameron Smith’

Lunge and step behind while passing the pass to the player to your side, go one way then the next.

Now can you put them all together.

• Try this: 4 Ian Thorpes, then 4 Ash Barty, 4 Le Bron James and finish with 4 Cameron Smiths.

• After try to add someone from a different sport like soccer or aussie rules.

Lady stretching

Lady Jumping

Lady stretching

Lady dancing

Lady stretching

Lady dancing

Lady stretching

Ladies dancing

Lady stretching

© NSW Department of Education, Nov-21 13

Creative Arts – Activity 1 – Continuous Self-portrait You will need:

a black or lead pencil

a piece of paper or your workbook a mirror or a photo of yourself.

Today we are going to do a continuous line self-drawing. Make sure you have a mirror or photo of yourself.

Figure Lady draws a self portrait

A continuous line self-portrait is where you try to draw yourself lifting your pencil from the page. Once you start your first line, keep going, moving and curving to complete your picture without stopping of lifting you pencil from the page.

Tips:

• choosing your start is important, try starting at the nose or an eye.

• Focus on where things are located, which will help you do it in one stroke!

• Are there lines you can go back over to get to another part of your drawing?

Self-portrait picture

For those who like a challenge!

• Create a continuous line drawing of family members or friends.

• Have a look at the portraits in this year's Archibald's Prize. Find a favourite and write down what you like

about it and why.

S3 Week B

Things you need

Activity You will need

English and phonics Pencils

Workbook

Mathematics

Pencils

Workbook

24 items (e.g. pegs, pencils, pasta)

scissors

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During the day make sure you take time to

- do a care and connect - take a brain break - do some physical activity

Care and connect – superheroes Imagine you can fly, like superman or superwoman

Stretch your arms above your head as far as you can

Pretend you are flying through the clouds

Lean to one side and head towards the sun

Then lean to the other side

Pretend you’re going all the way up to the planet Pluto

Then go all the way back to earth and land

Bring your arms down, give your fingers a wiggle and shake! Now you’re ready to learn.

Brain break – measure up It’s time for a brain break so we can recharge for some

learning! Time to Measure. You will need to get a ruler and

use your imagination to see how many different things you

can measure in your home. You might

measure tissue boxes, kitchen utensils, toys, food

packets, paintings, pegs or plants. How many things can

you measure with your ruler?

Physical activity Check out the GetActive@Home activity in the pack.

This Photo by

S3 Week B

English – Activity 1 - Adjectives

Your task is to use descriptive language to describe an object. Focusing on adjectives (describing words) and verbs (action words). The object we’ll be describing is something from your kitchen. Choose anything you like from your kitchen (e.g. frying pan, whisk, microwave or coffee machine).

Adjectives are:

Describing words

Describe the noun

Make texts interesting

Add excitement

Create a picture in the reader’s mind

Let’s look at the sentences below. The nouns are underlined. Circle the adjectives that describe the nouns in each sentence.

I love that tiny pillow.

The green frog hopped in the pond.

The little boy was crying.

I went to an exciting game on Friday.

I like to read funny books.

This Photo by Unknown Author is licensed under CC BY-SA

© NSW Department of Education, Nov-21 17

English Activity – Activity 2 - Verbs

Action verbs are:

Doing, having or being words

Explain what the noun is doing or has done

Tells the reader what’s happening

Adds action

Creates a picture in the readers mind

Read the sentences below. The nouns are underlined. Circle the action verbs that tell you what the noun is doing or has done.

My uncle sang his son to sleep.

It snows in Cooma.

Jennifer walked to the shop to get some milk.

The dog ran across the yard.

She left in a hurry.

Leon accepted the job offer.

This Photo by Unknown Author is licensed under CC BY-NC

S3 Week B

English – Activity 3 – writing with adjectives and verbs

Grab an object from the kitchen or if you can’t move the object, sit somewhere

you can clearly see it. Think about the features of the object you are describing.

What it looks like and does using:

Describing words (adjectives) e.g. shape,

colour, texture and size

Action words (verbs) e.g. sound, movement,

purpose (how or why it is used).

Look at the following example to help you. The microwave is ….. (adjectives)

Black and silver, shiny, rectangular, box shaped and electronic.

The microwave …. (verbs)

Hums loudly, heats food, lights up, beeps loudly, spins around on the inside.

Now it’s your turn. Find an object in the kitchen and describe it. If you can’t find

an object, you can describe the picture below. Remember to use describing

(adjectives) and action words (verbs).

The toaster feels like …

The toaster smells like …

The toaster looks like …

The toaster sounds like …

I think toasters …

© NSW Department of Education, Nov-21 19

English Activity - Option 4 – Get ready to read

Read aloud part of a book, using appropriate:

• expression

• pitch

• pause

This Photo by Unknown Author is licensed under CC BY-ND

S3 Week B

English – Activity 5 – Cat (adjectives, verbs, adverbs)

Image by Юрий Сидоренко from Pixabay

Now it's your turn! Use adjectives, action words and adverbs to write interesting sentences about the cat in the picture above.

Write a paragraph about what the cat looks like, what the cat is doing and how the cat is doing it.

Include:

▪ describing words (adjectives)

▪ action words (verbs)

▪ adverbs (how the cat is doing it)

▪ at least two similes. For example, as comfortable as...

Describe the cat's colours, patterning, eyes, ears, paws and posture.

© NSW Department of Education, Nov-21 21

Mathematics – What’s my secret number? Watch the video ‘Mastermind’ and join in the activity or follow the instructions below.

You will need:

• A pencil

• Workbook

Instructions

• Each player writes down a 3-digit number (with no repeating digits). • Each player draws up their game board (a table with 3 columns:

'guess', 'digits', 'places'). Guess Digits Places

• Players take turns to guess a 3-digit number. • Their opponent tells them how many digits are correct and how

many are in the correct place. • Players record their guess, the number of digits that are correct and

the number of digits that are in the right place. Players then use this information to refine their guesses.

• The first player to correctly guess their opponents' number is the

winner! • Players can choose to play using 4-digit numbers, 5-digit numbers,

2-digit numbers. etc. For those that like a challenge!

• Play 'Mastermind' using 3-digit numbers. • Play 'Mastermind' using 4-digit numbers. • Play 'Mastermind' using 5-digit numbers.

S3 Week B

Geography – Option 1- Where are we located?

Did you know there are different types of maps?

See if you can find out a little more about each of these maps below.

© NSW Department of Education, Nov-21 23

Task

List the Asian countries that you have heard of or may have visited.

A hand writing in different countries onto a map.

After watching the video linked, look up some places or ask someone at home who might know more and add 5-10 more Asian countries to your list.

S3 Week B

Time to practise our mapping skills!

1. Use an online atlas to draw the outline of an Asian country, for example Japan.

Label major cities and the capital city.

2. Draw relevant features on your map, including:

• mountain ranges

• rivers

• national parks

• oceans and seas.

3. Include on your map:

• a title

• orientation (north point)

• key (legend).

© NSW Department of Education, Nov-21 25

Design Challenge – The incredible Freedom Machines

Read the book ‘The incredible freedom machine’ by Kirli Saunders and illustrated by Matt Ottley or you can view it at the QR code.

Book cover

After reading your challenge is to create a procedure of how to make a freedom machine that is sustainable and changes the world in a good way.

• It could look like anything you want

• You could start with something you already know and add creative and different things to it.

• After you have drawn it, label the different parts of your freedom machine.

Lady holds up her drawing

If you are up for a challenge.

Draw a flyer or a poster pretending that you are selling your freedom machine. Put what features it has, like wings and a lounge. You need to persuade people to buy your amazing freedom machine. Don’t forget to include the price.

S3 Week B

Things you need

Activity You will need

English and phonics Pencils

Workbook

Mathematics

a collection of objects

0-9 cards, dice or spinner

5 soft objects that are safe to throw ( eg socks or soft toys)

© NSW Department of Education, Nov-21 27

During the day make sure you take time to

- do a care and connect - take a brain break - do some physical activity

Care and connect – Healthy Habits What’s something that you care about? Do you have a pet plant? What would we need to do to look after a plant? Do you water them? Do they get plenty of sunlight? Do you clean the leaves? If we look after smaller plants, they can grow into bigger plants.

It’s important we also look after ourselves too so that we can grow up to be strong and healthy. How can we do this? We can eat healthy food, drink lots of water, get plenty of sleep. What other things can we do? Maybe go for a walk in the park. What’s one more thing you can do for yourself so that you can grow up to be strong too?

Brain break – Let’s recharge! What is your favourite colour? Let’s look for your

favourite colour by looking around your home,

in your front yard and in your backyard to see if we

can find items that are the same colour as your

favourite colour. How many items will you find?

Physical activity Check out the GetActive@Home challenge in the pack.

This Photo by Unknown Author is

S3 Week B

English – Activity 1 – Connotation, imagery & symbols

Connotation - an idea or feeling connected

to a word. It suggests more than the words

basic meaning. Beach, a word people

associate with fun and enjoying yourself.

Imagery – brings two different things together to

say something new about each one. Think of

clouds and a ship, they’re very different, but

they’re similar because they can both move. If

we put them together and say ‘the clouds sailed

across the sky’, the clouds then become ships

and the sky a sea.

Symbols – pictures, colours or things that

represent something else. Usually something

abstract like an idea. The sun: a symbol used

on the Aboriginal flag, the meaning of the sun

on the Aboriginal flag is the giver of life and

protector. Symbols create many meanings.

Your task:

Listen to and recite a poem, nursery rhyme or song to a family

member. You may want to rehearse this once or twice before you

begin. Listen for the connotation or meaning of the words. Does it

use imagery or symbols? Talk to your family member about this after

your recital.

© NSW Department of Education, Nov-21 29

English - Activity 2 – Poetry Adjectives

Read 'End of Term' written by Anne Bell, Illustrated by Cheryl Orsini

I make some silly mistake in maths— ‘What were you thinking of, Daniel Malone?’ says Miss McGee. ‘What were you thinking of?’ ‘I don’t know,’ I say, but I do— I was thinking It’s only three more days. And I was thinking of how summer smells of mangos and salt and mouldy towels and suntan stuff; and of the youch of hot sand on the soles of your dancing feet, and the cool ooze where the comforting waves wash in. And of Mum, who fusses about kilojoules and vitamins and things, saying, ‘Let’s just have fish and chips for tea tonight.’

And I was thinking of going round to Maxi’s place, and of us lying under the tree in his backyard, watching the sky between the leaves and not thinking, just not thinking of anything at all.

Circle words that you are not sure about or don’t understand. Maybe kilojoules. Look up the meaning of these words in the dictionary. Now find three adjectives from this poem. Remember adjectives are describing words and give more details. For example ‘hot’ it adds a description to the noun sand. What can you find?

S3 Week B

English – Activity 3 – Compare

Think about the poem ‘End of Term’. Consider the questions below.

Image by jplenio from Pixabay

• What does winter smell like?

• What foods do you associate with winter? What do we eat or drink in winter?

• What does it look like outside in winter?

• What can you do in winter school holidays?

• What can you do at a friend's house in winter?

• What does it feel like in winter?

• What does it sound like in winter? Write down answers to these questions, use these answers to write a poem.

Think about previous lessons on poetry. Can you add rhyming words,

personification or similes to add some descriptive elements to your poem?

© NSW Department of Education, Nov-21 31

Mathematics – Representing numbers in different ways – YouCubed number visuals

Watch the video ‘YouCubed Number Visuals’ and join in the activity. (Adapted from Number Visuals Grades 1-2 resource on YouCubed.org)

You will need:

• Coloured pencils • YouCubed Number visuals worksheet (following page)

What do you notice when you see this?

S3 Week B

Here are some thoughts

After watching 'YouCubed Number talks':

• Use the number visuals worksheet or your workbook to write down the different ways you see each number visual made up of other numbers.

• How many different ways did you come up with?

© NSW Department of Education, Nov-21 33

S3 Week B

PDHPE – Activity 1- Guide to Healthy eating

Last week we looked at healthy eating. Today we will be learning more about the five food groups.

Have a look at the Australian guide to healthy eating on the next page

It shows the type and amounts of food that should be eaten everyday as part of a healthy diet.

There are five groups listed.

• Grain • Vegetables • Fruits • Lean meat and poultry, fish eggs. • Milk, yogurt

You can see that some sections are bigger than others, we should be having more foods from the grain and vegetables sections then the others. There is also a water tap on the page showing that we should be drinking water every day.

© NSW Department of Education, Nov-21 35

S3 Week B

PDHPE – Activity 2 Look at the images of 2 different lunch boxes.

In your workbook, list the food groups each lunch box contains.

Using the 'Australian Guide to Healthy Eating', make suggestions for how each lunch box could be improved.

© NSW Department of Education, Nov-21 37

PDHPE– Obstacle course Let's get creative and plan an obstacle course!

• Plan an obstacle course in your backyard, lounge room or anywhere else with enough space that you can safely move around. You may do this together with family members in your home.

• Use materials from your home to design your obstacle course. For example: buckets, towels, ropes, pegs, pillows, blankets.

• Draw a picture of your obstacle course.

• Show where the start and finish lines are.

• Draw arrows to show which way you need to go.

Example of an obstacle Corse layout

For those who like a challenge!

• Complete the obstacle course twice using a variety of movement skills, such as hopping, galloping, skipping.

• Complete the obstacle course two more times using a variety of movement skills that also include controlling an object. For example, while running, jumping or galloping, you also have to throw and catch a small ball or balance an object on your head.

• Did using the object make it harder to complete the course?

Girl demonstrates her course

S3 Week B

Additional activity- Photo sketching with Google Maps

Thank you to the staff at Field of Mars Environmental Education Centre for creating and sharing this activity.

Now let's learn how to use a mobile device to immerse ourselves into a place and record our observations by conducting a photo sketch.

You will need:

• pencils

• your workbook

• a ruler

• Google Maps on a computer or a mobile device.

Use Google Maps Street View and photo spheres to explore places. You will also create a photo sketch to describe the features of places and environments.

• Conduct a field sketch of a place using Google Maps.

• Record your observations by conducting a photo sketch.

• Draw a 9 square grid in your workbook.

• Use lines to sketch the major landforms. • Add the natural and human features. • Label the features on your sketch.

Drawing a picture from a photo on a phone

© NSW Department of Education, Nov-21 39

Things you need

Activity You will need

English and phonics Pencils

Workbook

Mathematics spinner

GetActive@Home soccer ball, netball or similar sized ball

2 field markers or shoes.

S3 Week B

During the day make sure you take time to

• do a care and connect • take a brain break

• do some physical activity

Care and connect – superpower eyes Imagine you have superpowers in your eyes. Pretend to pick up superpower glasses and put them on.

Look in the room for the thing that is farthest away from you, it might be a plant or a picture.

Then look at what’s closest to you, it might be a book or a pen.

Pick something up that’s close to you and have a good look at it.

What colour is it? Is it hard or soft? Does it have moving bits? Is it smaller than your hand? Does it make a sound when you shake it?

How good are your superpower glasses? Now that you are really focused, you are ready to start learning.

Brain break – Let’s recharge! It’s time for a brain break so we can recharge for some more learning! Time for us to do some counting. What is your favourite shape?

What different things of your favourite shape can you find around the house or in the yard?

How many things did you find of your favourite shape?

Physical activity Check out the GetActive@Home section in this pack.

© NSW Department of Education, Nov-21 41

English – Activity 1 – Connotation, imagery and symbols

Examine the beautiful Aboriginal artwork above. The artist has gone to great lengths to bring this artwork to life. They’ve used a range of different techniques such as line, dot, shape and colour. Discuss this artwork with someone in your household. Use the questions below when

discussing it.

Thinking critically about this artwork:

What colours can you see? Think about those colours.

Why do you think these colours have been used by the artist?

What symbols can you see? Do you know these symbols?

What do you think these symbols mean or represent? Why has the artist used these circles?

Why do you think there are some smaller circles and larger circles? Why has the artist purposefully used these circles?

What do you think the blue symbolises? The blue makes the artwork stand out, why did the artist make that choice?

S3 Week B

English – Activity 2 – Poetry and vocabulary

We will use vivid imagery to create a picture in our mind. Read the poem ‘The Sea’ by Paula Stevenson. Circle any unknown or challenging words in the poem.

After reading the poem, choose an unfamiliar word and write it at the top of a page in your workbook.

Divide your page into 4 sections and add headings like those shown in the example below.

Write down the definition of the word.

Draw a picture to show the meaning of the word.

Write the word in a sentence.

List synonyms (words that have the same or similar meaning).

List antonyms (words with the opposite meaning).

© NSW Department of Education, Nov-21 43

An example of how to complete:

S3 Week B

English – Activity 3 – Poetry and Vocabulary cont. Read the poem ‘The Sea’ again.

Divide your page into 4 sections and add headings like those shown in the example below.

Write words in each of the sections.

Write two sentences describing what you might see and smell at the sea. Some examples have been added below to get you started.

© NSW Department of Education, Nov-21 45

Mathematics – Playing with addition Today we will be playing 'Dicey addition' (From NRICH Maths )

Watch the video and join in the activity.

You will need:

• coloured pencils • 0-9 spinner • paper clip • your workbook

How to play

Find a partner and a 0-9 dice or spinner.

Draw your gameboard so you each have the same one. (We used this one to start with: _ _ _ + _ _ _ + _ _ _ = ________. You can start with something different if you like).

Each player takes a turn to spin the spinner and decide where to play that digit in your number sentence (equation).

Spin the spinner 9 times each.

The person whose sum is closest to 1000 is the winner!

Enjoy playing dicey addition with your family members.

Record your games in your workbook.

S3 Week B

To use the spinner

You will need a pencil and a paperclip

Place paperclip on the centre of the 0-9 spinner, put the tip of the pencil on the middle on the spinner.

Spin the paperclip and watch what number it lands on!

© NSW Department of Education, Nov-21 47

GetActive@Home– Kicking Make sure you have a nice big space to work with today.

Warm up:

• Jog on the spot for 10 seconds • Side to side jumps • Forward and back jumping • High knees • Side to side again

Put five objects about the room.

Go over to one, pick it up and do some lace kicking with it softly. A lace kick is with the top of your foot. You can either pick the object up or leave it on the floor for an added challenge. Make sure you use both legs. One lace kick with the right and then with the left.

See how many objects you can lace tap in one minute.

With you ball now, you are going to get your feet working. Put the ball out in front, pull it towards you with your feet. Point your toes, tap it forward and stop it by putting your foot on the ball.

Pull back, tap forward and stop demonstration

S3 Week B

Do this a couple of times and see if you can get quicker.

For an added challenge, when you bring it back, see if you can roll it around your standing leg before moving it back to starting position, then change legs!

Now we are going to turn the laces tap in to a laces pick. Put some pillows around that area and make sure the area is clear from valuables. With your laces tap, put a little more power into you kick and aim to hit the pillow with the ball.

Kicking a ball into pillows with the laces kick.

See how many pillows you can hit in a minute with the ball.

Challenge yourself by setting up a small goal with some soft toys and seeing if you can carefully kick the ball, using the laces kick to hit the objects from more difficult positions. When you hit one of the objects, call out “GOAL!!!!!!!”

Kicking the ball at some soft toys

© NSW Department of Education, Nov-21 49

Science and Technology – Water everywhere! Today we are going to be investigating surface tension. Surface tension is a force that causes the top layer of the liquid to act like skin. Some objects will break the tension and some objects won’t.

You will need:

paper clips

container of water

strips of tissue paper

Task When the water in the container is really still, carefully lower a dry paper clip (make sure it is dry, this step is really important).

Carefully lower it on the surface of the water, do this really slowly.

If you find this step hard, you can put the paper clip onto the tissue paper and lower it on to the surface of the water.

This may take a few goes.

When you get one paper clip to float, see if you can add another. How many could you float on the surface of the water before they all sank?

S3 Week B

Copy the headings into your workbook and then record your investigation.

Once you have written out the investigation and the process you may want to draw a picture. It is important that you explain your findings.

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Things you need

Activity You will need

Brain Break tea towel

Most activities Pencils

Workbook

Mathematics small object

playing cards (Ace -10)

STEM

recycled material ( piece of paper, sandwich bag)

string, dental floss or wool

sticky tape

toy that can be tied to string

scissors timer (optional)

S3 Week B

During the day make sure you take time to

• do a care and connect • take a brain break • do some physical activity

Care and connect – How to do a magic trick What is a very special happy memory that you have?

What made it a special memory?

What were you doing? Who was with you?

Draw a picture of one of your happiest memories.

Brain break – Let’s recharge!

We’re going to use the five senses of the human body. That is sight, hearing, touch, smell and taste, to focus on our body and our surroundings. Name five things you can see Name four things you can hear Name three things you can feel with touch Name two things you can smell Name one thing you can taste

Physical activity

Check out the GetActive@Home activity in the pack.

This Photo by

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English – Activity 1 – Symbols

Look at the symbols above. Can you identify what each of these may represent or mean? Write down what you think each symbol means:

• love heart -

• cross -

• tick -

• dove - • plane -

• wheelchair -

• thumbs up -

• owl -

• key -

Do most people have the same meaning for these symbols? Did you know that not all cultures or people have the same understanding of some symbols? For example, fingers crossed to some mean hoping for good luck but in American Sign Language fingers crossed is a symbol for the letter R.

S3 Week B

Now have a look at what some of these symbols could mean and compare these to what you thought they meant.

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English – Activity 2 – Let’s read

Read aloud part of a book, using:

• expression

• purpose

• pitch

• pause

Find a part of a book that you would like to practice reading out loud. Try reading

in different voices (a happy voice, a sad voice, a fast voice, a slow voice and maybe

even a silly voice). Try reading loudly, quietly and in a whisper. Try short pauses at

a comma and long pauses at the end of a line or full stop. Try reading so that

what you are reading makes sense. Read it more than once, each time you read it

aloud it will sound better.

This Photo by Unknown Author is licensed under CC BY-ND

S3 Week B

English – Activity 3 – Personification

Personification is attributing or giving human characteristics to

things, animals or abstract nouns (e.g. love, power, fear – these

are intangible and cannot be seen or touched).

In the above examples of personification think about what you would see and

hear if a person sighed or moaned. Then the word ‘said’ gives the human

attribute of the hen talking. The last example cannot be seen (just like power and

love) fear is holding someone tightly as if it has arms so fear becomes almost

human.

Authors use personification to allow readers to visualise and become a part of the

descriptions. Have a look at the examples below:

In your own words write down your own definition of what is personification.

© NSW Department of Education, Nov-21 57

English – Activity 4 – Creating examples of personification

Now that you know what personification

is, create your own examples of

personification using the image of the

volcano above. Look closely, think about

• What vocabulary you would use to describe the volcano?

• What would you hear? See? Taste? Smell? Touch?

• If you were really close to this what would you be seeing?

• If you were far away what would you be seeing?

Put your ideas down on a piece of paper or use activity sheet 1 – volcano

brainstorm, to get as much vocabulary down as you can. You might like to do a

search on the internet to help you.

Use some of the words from your brainstorm to create your own personification.

Let’s use the word magma and the word scratch as an example. Imagine the hot

magma holding onto the rocks as it slides down. So the sentence might read:

How can we challenge ourselves and add more detail to our description? Read

what has been added to the example to give more detail:

Notice that the word ‘she’ gives the magma a gender, which is a human

characteristic. Then more detail has been added the adverbial, as she

somersaulted towards the water.

S3 Week B

English – Activity 5 – Personification match up

Authors use personification to allow readers to visualise and become a part of the description. Readers need to use their imagination to try to match a human characteristic with a noun. Can you imagine branches scratching or the sun slapping your skin when you have had too much sun?

In the sample above imagine a coffee machine dancing, picture this happening as the coffee is pouring out of the nozzle. The sentence might read: The coffee machine danced in the kitchen as it dripped coffee into the glass.

Use activity sheet 3 – personification match up or refer to

the image above and draw some connections that you can

make with arrows. You might find some connections are

not as easy to make as others. Circle or highlight your

favourite match.

Once you have circled your favourite match, try to create a

sentence that will be an example of personification you

could store away and use at a later time. Here is another

example of personification:

© NSW Department of Education, Nov-21 59

The match is ‘clouds’ and ‘crying’. The clouds and water go together, it makes it

easy to visualise the water already in the clouds before coming back to the Earth’s

surface. Use the three sentence starters above and finish the sentences. The third

sentence starter has a more complex word choice ‘despondent’. Use your

dictionary to look up the meaning before using it in a sentence.

Make your sentences interesting, to engage the reader. If you want to challenge

yourself, do the same with the final pair of words ‘tiptoed’ and ‘sand’. Remember

it is the sand that is doing the tiptoeing.

When you have finished see the examples below:

S3 Week B

Mathematics – Staircase patterns Today we will be exploring staircase patterns.

You will need:

• pencils • your workbook

Staircase Patterns 3 Part 1 - Look at the picture:

Watch the video and join in the activity or follow these instructions.

Do you notice a pattern?

How could you describe the pattern?

Can you work out the growing pattern for each case? The first few have been worked out for you.

How many blocks in the 12th case?

Rearranging the blocks, you might notice they are triangular numbers.

© NSW Department of Education, Nov-21 61

Using the staircase pattern, investigate what happens when you add any two consecutive triangular numbers.

Moving the block from case 1 to case 2, has formed a square number.

Moving the triangular number of 3, to the triangular number of 6, has also made a square number.

• Will their sum always form a square number? • Record your thinking.

S3 Week B

STEM – Shoe challenge

Challenge

Design and build a paper shoe to fit your foot.

Rules

1. You can only use the materials on the list, but you don’t have to use all the materials

2. After you have made your shoe, you can use any materials you like to decorate it!

You will need:

• paper • card board

• sticky tape • scissors • 50cm string • pencil • ruler

Make a paper shoe

This section includes the design thinking process, instructions, and helpful hints

Identify and define the challenge

• Read the rules

• Collect materials and think about how they could be used or changed for the challenge

• Keep a notebook or STEM journal to record your ideas and discoveries

• Gather different types of shoes such as sports shoes, hiking boots and slippers. What are the features of these shoes? What is the purpose of each type of shoe?

© NSW Department of Education, Nov-21 63

Brainstorm and design your shoe

• Draw and label at least 3 different shoe designs. What materials will you use to make each part of the shoe?

• Which shoe are you going to make? Why did you choose that design?

• Does your design meet the challenge rules?

Figure Record your ideas in a STEM journal

Extra maths challenge: Find the area and perimeter of your shoe You will need string and graph paper. To find the perimeter, use string to measure around your foot. Stretch the string out and measure with a ruler. How many centimetres is the perimeter of your foot? Trace your foot on graph paper and count the squares to find the area of your foot in cm2

S3 Week B

Time to build! Make and test your shoe

• Make and try on your shoe

• Draw or take a photo of your design

• Why do you think it did/did not work?

• What else could you try?

Test, improve and present

• Make any improvements to your shoe. Note this on your drawing

• Did your design meet the challenge?

• Decorate your shoe

• You might like to give your shoe a brand name

• Who is your shoe for? What are the unique features of your shoe?