| NSW Department of Education Adapted for use by Lugarno Public School

education.nsw.gov.au PLAN B

Framework for Learning from Home – Stage 1- Week 4, Term 2

You will need help from a parent/carer. Show each completed activity to your parents so they can check. These activities are designed to be completed over the

next five school days. Challenge activities are optional. Please keep the Maths resources in a safe place so they can be referred to in future if needed.

At School Day 1 At Home Day 2 At Home Day 3 At Home Day 4 At Home

Task Do something kind for someone in your family. Examples include: help them with a chore, draw a picture for them, read them a book, etc

Ask a parent or grandparent to tell you what the fashion was like when they were your age.

Use the Go Noodle ‘Think about it’ channel and select an activity that promotes positivity and mindfulness. https://family.gonoodle.com/channels/think-about-it (works best on Google Chrome) Alternatively – Name 5 things that make you feel calm.

Learn a magic trick. Make a card of appreciation/thank you note for someone.

Learning Superpower of the Week: Reflective A reflective learner thinks about what they have read, done or learned. They ask questions and think deeply about their own ideas.

PBL Focus of the Week: Learning Always Showing Respect Looking after belongings/tidying up.

Morning English / Literacy Spelling Introducing sorts Sounds, spelling rules and letter-sound combinations Guided Reading Activity Teacher instruction and feedback Writing The structure of a narrative, in particular a complication. Describing characters and events using adjectives and adverbs.

English / Literacy

Spelling

Read your spelling words.

Choose 2 - 3 High Frequency

words and learn how to spell

them. You may like to create

your own way of remembering

them. eg together can be

broken up into 3 small words

to - get – her

Shared Reading

Lesson 6. Please see the

lesson at the end of the

Framework.

English / Literacy

Spelling Read your spelling words. Sort your words if you have made flashcards or write them out. Choose an activity from the Spelling Grid. You may also complete a spelling activity on Literacy Planet. Please note that when using Literacy Planet, spelling activities may be accessed on a laptop or desktop, and not a tablet. Guided Reading Access WUSHKA, read your next book and answer the questions.

English / Literacy

Spelling Read your sorts. Sort your words if you have made flashcards or write them out.

Choose 2 - 5 words and write a sentence for each. Remember to include a capital letter and correct punctuation.

Shared Reading

Lesson 7. Please see the

lesson at the end of the

Framework.

English / Literacy

Spelling

Read your sorts. Sort your words if you have made flashcards or write them out. Choose an activity from the Spelling Grid. You may also complete a spelling activity on Literacy Planet.

Guided Reading Access WUSHKA, read your next book and answer the questions.

Break including physical activity

© NSW Department of Education, Mar-201

Middle

Mathematics

Fractions Year 1 Recognise, describe and represent ½ as two equal parts of whole objects, shapes and collections. Activity : 1. Introduction - Paper folding into halves Introduce ½ in numeric form.

2. Grab some counters and divide the bunch into two halves. Discard anything that is left over. Count each half to ensure there are 2 even groups. Record sums as being Half (½) of ___ = ___ Talk about odd and even numbers. Year 2 Recognise, describe and represent halves and quarters of whole objects, shapes and collections. Activity 1. Paper folding into halves

and quarters 2. Revise the numeric way of

representing ½ and ¼. 3. Use whiteboards to show

understanding of ½ and ¼ 4. Use counters and grab

random amounts - calculate first ½ and then ¼ of the bunch by separating the bunch into two groups and then 4 groups.

5. Record as ½ of ___=___& ¼ of ___=___

Mathematics

Warm up: Name some odd numbers. What makes them an odd number? Number Patterns Level 1 (Addition) Finish these number sequences in your books

1. 2, 4, 6, _, _, _ 2. 3, 6, 9, _, _, _ 3. 5, 10, 15, _, _, _ 4. 3, 5, 7, _, _, _ 5. 10, 12, 14, _, _, _

Level 2 Turn over 2 numeral cards and make a 2-digit number. 1. Add 2 to the number to generate a number pattern 2. Do the next 3 numbers in the pattern eg 2, 3 are turned, this is 23 use this number to start with:

a) 23, 25, 27, _, _ , _ Repeat this process another 4 times but you need to: i) add 3 ii) add 4 iii) add 5 iv) add 10

Level 3 Turn over 3 numeral cards and make a 3-digit number. Use this as your starting number to make a number pattern: Then Add 3, 4, 5, 9 and 10 to your number 3 times. eg 3, 5, 6 are turned; this is 356. Eg (+3) 356,359, 362, __, __,__ (+4) 356,360, 364, __, _,__

Mathematics

Warm up: Name 4 things that have a possible and impossible chance of happening today. Number Patterns Level 1 (Subtraction) Finish these number sequences in your book

1. 12, 10, 8, _, _, _ 2. 15, 12, 9, _, _, _ 3. 28,26, 24, _, _, _ 4. 17, 15, 13_, _, _ 5. 11, 9, 7, _, _, _

Level 2 Turn over 2 numeral cards and make a 2-digit number. 1. Take away 3 from the number to generate a number pattern 2. Do the next 3 numbers in the pattern eg 2, 3 are turned, this is 23 use this number to start with:

b) 23,20,17, _, _ , _ Repeat this process another 4 times but you need to: a) take away 3 b) take away 4 c) take away 5 d) take away 10

Level 3 Turn over 3 numeral cards and make a 3-digit number. Use this as your starting number to make a number pattern. Then minus 3, 4, 5, 9 and 10 from your number 3 times. eg 3, 5, 6 are turned; this is 356. Eg (-3) 356,353,350, __, __,__ (-4) 356,352,348, __, _,__ (-5) 356,351,346, __, __,__

Mathematics

Warm up: How many different ways can you use coins to make $1? Remember: 100 cents = $1 Level 1: use 5 cent coins or 10 cent coins and skip count to 100. How many coins did you need to make $1? Challenge: Add random coins together to make $1. eg: add coins to a 50 cent coin

Capacity - Lesson 1 Capacity is the amount a container can hold. Watch this clip https://www.youtube.com/watch?v=zF3JSnEq7tU

Optional: You may like to use the attached worksheet to complete this activity: Capacity worksheet 1

Find four different sized and different shaped containers (eg: bowl, plastic cup - nothing too big). Put them in order from which one you think will have the smallest to the largest capacity. Estimate how many cups of water each container will hold.

Fill a measuring cup (or any cup) with water and empty it into each container to see how many cups of water each container

Mathematics

Warm up: How many seconds are in one minute? Predict something that takes about one minute to do. Time yourself and see if you judged the duration (length of time) correctly. How many minutes are between each number on an analogue clock? Start at the 1 and count by 5s to the 12. How many minutes are in one hour?

Volume and Capacity - Lesson 2 Tell an adult what you understand about volume and capacity.

Optional: You may like to use the attached worksheet to complete this activity: Volume and Capacity worksheet 2

Use the four containers that you used yesterday or find four different sized and shaped containers. Choose one type of object that you can use to measure how much each container holds. It needs to be something that you have lots of and needs to be small and all of the same size eg small sized pasta, marbles, Lego bricks. Put the containers in order from which one you think

2 Framework for teaching (non-digital) – Stage 1

6. Worksheet Space & Measurement: Volume What is volume? Compare the volume of different objects, from smallest to largest volume. Use unifix cubes to create objects of different volumes and record their volume. How many different types of objects can you create, with each object having the same volume? eg each with a volume of 20 cubes

Challenge: identifying hidden units in a pictorial display – https://www.mathplayground.com/cube_perspective.html

(+5) 356, 361,366, __, __,__ (+9)356, 365, 374, __,__, __ (+10)356, 366, 376, __,__,__ Challenge Option: Same process as Level 3 but make a 4 or 5 digit number and: a) add 10 (3 times) b) add 100 (3 times) c) add 1000 (3 times) d) Can you recognise the

pattern so that you can take a shortcut? Are you able to explain it?

Hint: It has to do with place value.

Mathletics Activities

(-9)356,347,338, __,__, __ (-10)356,346,336, __,__,__ Challenge Option: Same process as Level 3 but make a 4 or 5 digit number and: a) minus 10, (3 times) b) minus 100 (3 times) c) minus 1000 (3 times) d) Can you recognise the pattern

so that you can take a shortcut? Are you able to explain it?

Hint: It has to do with place value.

Mathletics Activities

actually holds.

Discuss or write - Were your estimates correct? Which containers had the smallest and largest capacities?

Challenge: Find some items around the house and identify where the capacity of it is located on the packaging. Eg. where it shows the mL or L on shampoo bottles, cans, etc

will hold the least to the most amount of objects. Estimate how many of the objects you think each container will hold. Fill each container with your chosen object and count how many objects it took to fill the container. Discuss or write- Were your estimates correct? Which container held the least and which held the most amount of objects? Did the object you chose completely fill the containers or were there gaps?

Physical Activity: Fundamental Movement Skills Virtual Fun Run

Physical Activity: Participate in the Virtual Fun Run or complete an activity from the Physical Education Grid.

Physical Activity: Participate in the Virtual Fun Run or complete an activity from the Physical Education Grid.

Physical Activity: Participate in the Virtual Fun Run or complete an activity from the Physical Education Grid.

Physical Activity: Participate in the Virtual Fun Run or complete an activity from the Physical Education Grid.

Break Break Break Break Break Break Afternoon

Bounce Back - Courage Discuss a time when you have been hurt or sick and how you felt. How did you try and be brave? Activity: Make a poster or collage showing the many ways people help us when we are hurt or sick. You can draw pictures or use magazine cut outs.

PBL Activity: Why is it important to look after your belongings and to tidy up after yourself?

Geography Built Features – ‘Evatt Park’

List three reasons why you would visit a park.

Complete the Geography worksheets: natural, managed and made features of Evatt Park

Creative Arts Song / Dance / Drama / Art and Craft Complete an activity from the Creative Arts grid.

Science : Push and Pull Investigation of Air Watch the video https://www.youtube.com/watch?v=_LdcxCdB-s8 This is about the force of air. To prove that air exists, do this simple experiment: In a plastic cup stuff a tissue down the bottom so it doesn't fall out. Turn the cup upside down and push it into a bucket of water. Bring it back up and check the tissue. Is the tissue wet? Explain or write why not.

Family Time / Catch up

© NSW Department of Education, Mar-203

Shared Reading Lesson 6 Imaginative Narratives - The Complication

● Storytellers make stories (narratives) interesting by including a complication. This means that the characters come across a problem. We will

learn more about this when you attend school this week.

● Watch this clip about how complications are written.

https://www.youtube.com/watch?v=mhm3tK41uWQ

● Now watch the following narrative, Clark the Shark. Can you work out what the complication is?

https://www.youtube.com/watch?v=lgZRMptA0Lk

Answer: The complication in Clark the Shark is when Clark has no one to play with because he plays too roughly.

4 Framework for teaching (non-digital) – Stage 1

Shared Reading Lesson 7 The Structure of Imaginative Narratives - Including the Complication

View Clark the Shark again and think about what happens in the story.

https://www.youtube.com/watch?v=lgZRMptA0Lk

In the template below, write the setting, characters and events of Clark the Shark. Can you include the complication?

The Setting

(where does the story take

place?)

Main Characters

(who is in the story?)

Events

(What happens in the story.

Remember it needs to be in the

correct order.)

First:

Next: (Include the complication here)

Finally:

© NSW Department of Education, Mar-205

Stage 1 Spelling lists for Weeks 4-5

Find your Spelling Group. Use the words to complete the activities on your Learning Framework

Orange Group Red Group Yellow Group Green Group Lime Group

High Frequency Words Technical Words

get

just

now

came

take

our

said

want

always

alright

about

altogether

ahead

another

which

air

above

often

minute

people

anyone

dangerous

addition

subtraction

expect

except

delicious

Spelling Focus:

h,sh,ch

Spelling Focus:

Short and long a

a, ai, a-e

Spelling Focus:

Short and long e

e, ea, ee

Spelling Focus:

Plurals add – s,-es

Spelling Focus:

-ure, -sure, -ture

hut

ham

hand

shop

shave

chain

cheese

camp

black

rain

place

snail

head

bread

sled

street

reach

breath

places

voices

splashes

scratches

branches

churches

classes

clothes

mixture

creature

injure

figure

senior

pressure

pasture

picture

6 Framework for teaching (non-digital) – Stage 1

Term 2 Activities Grid Orange Red, Yellow

1. Write your words on your

driveway in chalk

2. Write your words and next to each word

write if it is an adjective, noun or verb or

adverb.

3. Write a rhyming word for your spelling

words.

Eg shake / make

4. Star Jump Spelling: Spell your

words while doing star jumps.

5. Type your spelling words on the computer

and print them.

6. Write your spelling words using two

colours.

7. Trace your words on a partner’s

back. Can they guess which word it

is?

8. Write your words in alphabetical order.

9. WRITE ALL OF YOUR WORDS USING

CAPITAL LETTERS.

10. Record yourself spelling your

words.

11. Segment your words into syllables

Eg again = a/gain

12. Using your own words write a meaning

for 4 of your words.

© NSW Department of Education, Mar-207

Spelling Activities Grid Green, Lime

1. Write your spelling words on

your driveway in chalk.

2. Use a dictionary and find

the meaning of 5 words.

3. Create a find-a-word using some

or all of your words.

4. Trace your words on a

partner’s back. Can they guess

your word?

5. Type your spelling words on

the computer and print them.

6. Write your spelling words using

two colours.

7. Spell your words while

throwing a ball against a wall

and catching it.

8. Write your words in reverse

alphabetical order.

9. Write your words out and next to

each word write whether it is a

noun, verb, adjective or adverb or

preposition

10. Record yourself spelling

your words

11. Write each spelling word

and a word opposite in meaning.

12. Think of more words that follow

your spelling rule.

8 Framework for teaching (non-digital) – Stage 1

Creative Arts Grid Activities

Mother’s Day Craft – Complete before

Sunday, 10 May

Create a card and artwork for a special female

in your life.

Card - You may like to create the card from:

https://www.artforkidshub.com/easy-

mothers-day-card/ or make your own card

Ideas for an artwork gift –

● Draw/paint a picture of yourself with this

special person

● create an origami flower from www.origami-

fun.com or www.artforkidshub.com

You may like to check the Week 1 Newsletter

to order a Mother’s Day Gift from the LPS

P&C’s stall before May 6. Thanks LPS P&C!

Paper sculpture - tower

Create a paper sculpture of your

choice. Cut strips of paper at

least 6cm in width (use any paper,

magazines, brochures etc). Join

the two edges of the paper

together with glue, sticky tape or

a stapler to form a cylinder. Cut a

slit on the top and bottom of each

cylinder about 2cm in length.

Insert each cylinder into the slit

of another cylinder and get

creative!

Drawing Games:

Practise your drawing skills by playing a

drawing game:

Pictionary

Play Pictionary with your family. You will need

at least 2 teams of 2 players. Each player

takes it in turns to draw something and their

team member needs to guess what it is. The

team with the highest point score wins.

Sketch challenge

Have a sketch challenge with someone else.

Silly Drawing Activities

https://www.yourtherapysource.com/blog1/2

019/05/03/silly-drawing-games-kids/

Origami

Create an origami

creation of your choice.

A website you may like

to use is:

● https://www.origami-

fun.com - select

‘Orginami for Kids’ in

the ‘Origami

instructions’ tab

● https://www.artforkidsh

ub.com/origami/

Directed drawing activity

Complete a directed drawing activity of your

choice. A website you may like to use is:

www.artforkidshub.com

Select ‘How to draw’ from the options up the

top.

Focus on line style and technique.

3D sculpture

Use recycled materials or items

you find around the house to

create a 3D sculpture of your

choice. You may like to use:

recycled boxes, bottles or caps,

paper, blocks, Lego, playdoh,

craft, construction materials etc

Painting/Paper Cut out

Choose a painting activity to complete from

artforkidshub.com ‘Painting for kids’ tab or

create your own.

Paper Cut-outs

In the search bar on artforkidshub.com

type ‘paper cut out’ and choose an activity

or create your own.

Shoe box diorama

Use a shoe box and toys or

other items to create a

diorama of your choice.

Get your mime on

Mime is a type of acting that does not use words

or speech. It is all about physical movement and

exaggerating your expressions. Mimes must use

their actions to send a message or tell a story.

Watch this clip about mime:

https://www.youtube.com/watch?v=U7d5rZ944

Vs Create your own mime act . You may

like to perform it to your family. Remember to

focus on facial expressions and body movement.

Charades

Play a game of charades with

your family. Focus on facial

expressions and body movements.

You may like to play the board

game, make up the actions as you

go or write some down and pick

them from a hat to act out.

Choreograph a dance

Create your own dance moves to your

favourite song or favourite part of a song. Try

to move your body in different ways – make

big, small, high and low body movements.

Practise it a few times.

Can you teach the dance steps to someone

else in your family?

Make a musical

instrument

Create a musical instrument

with resources you have at

home. Play the instrument to

a song by following the

rhythm and beat.

© NSW Department of Education, Mar-209

K-2 Physical Education Grid Activities Term 2, 2020

GoNoodle – Dance Fitness

Participate in dance fitness using the GoNoodle app for devices or the website. Free app download: GoNoodle- Kids Videos Free website access: https://family.gonoodle.com/ Alternatively, play your favourite songs and dance away! You may like to play musical chairs, limbo or musical statues with your family.

GoNoodle – Mindfulness, Yoga

Check out GoNoodle’s newest page for games, yoga and mindfulness activities to help bring positivity to your day! Complete some fitness activities. Free app download: GoNoodle Games Free website access: https://www.gonoodle.com/good-energy-at-home-kids-games-and-videos/ (website works best with Google Chrome)

Create your own outdoor/indoor games

- Hopscotch: Use charcoal, chalk or tape to mark out a hopscotch course

- Elastics: use a long elastic to play - Bowling: use bottles of water as the pins and any ball (You

can add a glow stick to each bottle and play at night time!) - Throwing and catching games: use a balloon or water

balloon - Play a virtual sport game on your Xbox/Playstation - Scavenger hunt: have someone hide items around the

home or yard for you to find - Hand tennis/ping pong: use a small ball and something as a

net (boxes, rope) to play hand tennis/ping pong - Mini golf: use a ball and something to strike it with and

guide it into a hole/goal - Skee ball: use different sized buckets/containers (worth

different points) and a small ball

Obstacle Course

Use items that you find around your home and yard to create an obstacle course. Complete it a few times and time yourself. What is your fastest completion time? Create a new course and time yourself to complete it. Challenge your family members. Who records the fastest time? Items you might use: balls, gym balls, skipping ropes, hoops, rope ladder, buckets, trampolines, boxes, etc. Add fitness activities such as: do 10 star jumps, 5 leaps, 3 running laps, 2 push ups, 6 ball tosses, 5 ball dribbles etc

PE with Joe

Ask an adult to search ‘PE with Joe’ on Youtube and access one of the daily kid’s workouts. Alternatively, create your own home fitness workout. For example: 10 jumps, 10 star jumps, 10 side steps, 10 hops, 2 push ups, repeat.

Cosmic Kids Yoga

Access Cosmic Kids Yoga https://www.cosmickids.com/

Select a yoga experience from the tab at the top of the page ‘Watch the episodes’. Yoga experiences include: Frozen, Star Wars, Minecraft, etc

Wall-ball games

Play ball games against a wall. You may like to: kick a ball to the wall, throw a ball and catch it back, bounce it to the wall and catch it back, use a racquet or bat to strike a ball to the wall, etc. Challenge: How many times can you throw/bounce/kick a ball to the wall continuously without dropping it or missing it? Tip: Find a safe area away from windows and breakable items!

Ball games

Complete physical activity that involves using a ball. You might play the game or practise ball skills for this game. Some examples include: hand ball, basketball, netball, cricket, softball, football, oztag, tennis, volleyball. Tip – use a net or bucket as a hoop to shoot balls into

Free choice

Complete 30 minutes of your own choice of physical activity.

Ride along

Complete physical activity on something you can ride or that has wheels. Eg. scooter, bicycle, roller skates/blades, skate board

Visit your local park

Walk to your local park and complete physical activity there. Activities might include: Frisbee, ball games, running games, riding a bike, chasing games, etc

Walking or jogging

Go for a walk or jog with an adult (and your dog if you have one!) around your neighbourhood or local park. Challenge yourself by choosing paths that have hills or stairs.

10 Framework for teaching (non-digital) – Stage 1

Geography Features of Places- Natural

Photo Identify

What do you see?

Describe

What does it look like?

What could you hear if you were in each

environment?

What could you do in each environment?

© NSW Department of Education, Mar-2011

Geography - Features of Places- Managed

Photo Identify

What do you see?

Describe

What does it look like?

What could you hear if you were in each

environment?

What could you do in each environment?

12 Framework for teaching (non-digital) – Stage 1

Geography - Features of Places- Made

Photo Identify

What do you see?

Describe

What does it look like?

What could you hear if you were in each

environment?

What could you do in each environment?

| NSW Department of Education Adapted for use by Lugarno Public

School

education.nsw.gov.au PLAN B

Capacity - worksheet 1

Capacity is the amount a container can hold.

Investigation: Estimating, measuring and comparing the capacity of objects using water.

Find four different sized and different shaped containers. Eg: bowl, plastic cup (nothing too big)

Put them in order from which one you think will have the smallest to the largest capacity. Draw and label

the containers below.

Smallest capacity Largest capacity

Estimate how many cups of water each container will hold and write your estimate in the ‘Estimate’

column of the table.

Fill a measuring cup (or any cup) with water and empty it into each container to see how many cups of

water each container actually holds and write it in the ‘Actual capacity’ column.

Discuss or write - Were your estimates correct? Which container had the smallest and which

had the largest capacity?

Challenge: Find some items around the house and identify where the capacity of it is located on

the packaging. Eg. where it shows the mL or L on shampoo bottles, cans, etc

Container Write the name of the

container eg bowl, jug

Estimate of cups of water

you think it will take to fill the

container eg 2 cups

Actual capacity – actual

number of cups of water it took to

fill the container

Container 1:

Container 2:

Container 3:

Container 4:

© NSW Department of Education, Mar-201

Volume and Capacity - worksheet 2

Investigation: Estimating, measuring and comparing the volume and capacity of objects using

uniform informal units.

Use the four containers that you used yesterday or find four different sized and shaped containers.

Choose one type of object that you can use to measure how much each container holds. It needs to be

something that you have lots of and needs to be small and all of the same size. eg small sized pasta,

marbles, Lego bricks

I will use _________________________ to measure how much each container holds.

Put the containers in order from which one you think will hold the least to which will hold the most.

Draw and label the containers below.

Will hold the least Will hold the most

Estimate how many of the objects you think each container will hold and write your estimate in the

table under the ‘Estimate’ column.

Fill each container with your chosen object and write how many it took to fill the container in the

‘Actual amount’ column.

Container Write the name of the

container eg bowl, jug

Estimate of how many objects

you think it will hold eg 30 marbles Actual – actual number of objects

needed to fill the container

Container 1:

Container 2:

Container 3:

Container 4:

Discuss or write- Were your estimates correct?

Which container held the least amount of objects and which held the most?

Did the objects you chose completely fill the containers or were there gaps?