NSW Department of Education

education.nsw.gov.au

Smithfield West Public School

Stage 2 Remote Learning Plan – Term 3 Week 6, 2021

● Hi Stage 2 students and family members. Welcome to Week 6 of Remote learning. This week on

Wednesday you will notice there is a blank section as you will need to refer to the planner sent for the

day. We are hoping you and your families will enjoy a non-technology day!!!!!!!!!!!!!

● Remember to post pictures of your work in the appropriate manner and correct location in Google

classroom. This is under the assignment your teacher has created for the day which you can find under

CLASSWORK.

● It is VERY important as the fight against COVID 19 continues you are staying home and not accepting

visitors – IT IS EXTREMELY IMPORTANT

● Please complete the tasks for each day in an exercise book or on sheets of paper. Staple all activities

for each day together. You will be able to hand them to your teacher when we return to school

● If you have access to a device, please go to Google classroom each morning and watch for any

messages from your classroom teacher. If you need to correspond with your classroom teacher to ask

questions this is the best platform. Please remember, teachers will only be available between 9 am –

3 pm to provide any remote learning assistance.

● You are welcome to use your class Stream on Google Classroom to communicate with your teacher

and friends, however, remember that what you write can be seen by all and must only be positive and

polite. Your teacher will post a message to your class on Google Classroom for you to reply to so we

can check your internet connection. Please read what you teacher writes very carefully

© NSW Department of Education, Jul-212

● If you need help with your work, please contact your teacher through Google Classroom using a private

message. All we ask is that you do your best, try hard and present work you are proud of and that is

reflective of your best efforts. We know for some of you, it will not always be easy

● Please ask your parents to call the school office on 0459 861 534 and leave a message if they need to

speak to your teacher and we will call them back from our homes

● DO THE BEST YOU CAN AND KEEP CHECKING GOOGLE CLASSROOM FOR MESSAGES FROM YOUR

TEACHER

● Take care, Mrs Papadatos, Miss Chand, Mrs Cahill, Mr Kirby, Miss Ida, Mrs Gee, Ms Palmer, Miss Reddy

and Miss Novak

Monday

Remember to log on to Google classroom and type ‘I’m here’ under your classroom teacher’s comment at 9am.

Ms Palmer will be online for 4K from 11:20 am – 12:20 pm and 3F from 2:00pm – 3:00pm in the STEAM classroom.

Reading

Learning intention: Identify grammatical features (conjunctions) in texts

● We have looked at connectives and their purpose in reading texts. Today we will look at conjunctions and their purpose in each text

● What are conjunctions? Conjunctions are words used to connect clauses (subject, verb, object) or sentences e.g. whilst, therefore, and, until. They are located in the middle of the sentence

● Look at the chart for conjunction examples and also the sentence written below

Sentence example: Stingrays are fish which have a distinct-shaped body and head. Notice how there are two sentences being connected by the conjunction which. The conjunction which has helped to connect the sentence and make it sound more detailed. This is the main purpose of conjunctions. Here are other conjunction examples

Read the text titled, ‘Stage 2 Stingrays conjunction sheet’ 1. Task 1 is to highlight or circle over all the conjunctions in the sentence. You can also insert a different conjunction which might fit to alter the text 2. Task 2 is to use the dot point examples and see if you can connect two of the ideas together by adding a conjunction in the middle. You’re basically creating more detailed sentences For further assistance please watch the instructional video provided on Google classroom

Writing

Learning intention: Identify and use grammatical features (conjunctions) to accurately link ideas and information We introduced conjunctions last week in writing. Conjunctions join ideas together in sentences. This lesson we are investigating coordinating conjunctions. Watch the following video which explains coordinating conjunctions

© NSW Department of Education, Jul-212

https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-preposition-and-the-conjunction/introduction-to-

conjunctions/v/coordinating-conjunctions-final

From the video we use the following acronym to remember coordinating conjunctions FANBOYS. We have included some examples of their use. F - for (I read about dolphins, for they are interesting.) This is the most challenging to use A - and (The mantis shrimp punched the shell and ate the crab.) N - nor (Neither the mantis shrimp, nor the blue ringed octopus, are creatures I want to encounter.) B - but (We read a bit of information about sea turtles but I want to read more.) O - or (We could read about sharks or whales.) Y - yet (The fish swam for miles yet it could not find lunch.) S - so (The shell was empty so the mantis shrimp moved to another target.) Watch some of the following videos on the ocean and sea creatures. After watching, try and create a sentence for each of the coordinating conjunctions. Krill - https://kids.nationalgeographic.com/videos/topic/everything-oceans#b704ec57-4c49-405f-b5f0-74101a618ee2 Giant squid - https://www.youtube.com/watch?v=UxvzjrDE1Kk Blue planet - https://www.youtube.com/watch?v=s4aQqx_Zo00

for

and

nor

but

or

yet

so

For further assistance please watch the instructional video provided on Google classroom

BREAK – 30 minutes

Spelling

Year 3 words Year 4 words

their

there

multiple repeated extend

Homophones caught court

Challenge beautiful reliable

© NSW Department of Education, Jul-212

they’re

whereas

feet

foot

teeth

tooth

geese

goose

men

man

women

woman

value factorising Challenge Words dumbfounded bewildered astonished disbelief tolerated stipulated pleaded blurted

birth berth boy buoy ‘er’ small smaller sweet sweeter large larger ugly uglier hungry hungrier

vicious delicate suitable Topic Words lava pressure volcano volcanic igneous

● Practise saying aloud each of the words

● Copy your words down on a piece of paper

● Complete the Alphabetical Order activity for your Year Group.

© NSW Department of Education, Jul-212

Mathematics - Year 3

Learning Intentions: Use place value concepts eg 3 x 20: 3 x 2 tens = 6 x 10 = 60

Factorise the multiple of ten eg 3 x 20:3 x 2 x 10 = 6 x 10 = 60

Counting drills: Skip count by 7s & 9s

Important vocabulary to remember: Multiply, multiplied by, product, multiplication, multiplication facts, multiples, double

Problem of the day:There are 7 classes in one school. Each class has 40 students. How many students are there in total?

Activity: Today we are going to use mental strategies to multiply a one-digit number by a multiple of 10, such as, using place value concepts. Look at the examples below: What does 3 tens + 3 tens mean? e.g. 3 x 20 = 3 x 2 tens -----------> …………...M.A.B blocks…………. It is also the same as 6 x 10. e.g. 3 x 40 = 3 x 4 tens ---------> It is also the same as 6 x 2 tens

Task: If you're working from a pack or on google classroom, complete worksheet titled ‘Year 3 Maths Monday Week 6’

For further assistance please watch the instructional video provided on Google classroom

BREAK – 45 minutes

Mathematics - Year 4

Learning Intentions: Use mental and informal written strategies to multiply a two-digit number by a one-digit number

Use the area model Write out and practise your nine times tables each day

Last week the area model was introduced for multiplying a two-digit number by a one-digit number. Go back and check

Week 5 Remote learning plan mathematics lesson for Wednesday to revise the strategy. Below is a copy of how to

solve problems using area model

© NSW Department of Education, Jul-212

Today we will do further examples.

1. 42 x 8 = 2. 47 x 6 = 3. 33 x 7 =

4. 72 x 5 = 5. 86 x 4 = 6. 54 x 3 =

Complete these multiplication word problems using the area model.

1. Mount White primary school wants to book an excursion to rock climbing. The rock climbing centre has 4 sessions available on the

day. Each session can take 28 students. How many students are able to go on the excursion on the day?

2. A farmer has packed his peaches in boxes. Each box contains 3 rows of 3 peaches. The farmer sends 45 boxes to the market. How

many peaches did the farmer send to the market? (Hint: this is a two-step problem)

Problem of the Day

Science and Technology Learning Intention:

● Describe rocks and their features

Last week you were asked to collect a jar of soil solution and were given this example to follow:

If you did not collect your soil solution it is important you do so otherwise you

won't be able to complete the following activity.

Answer the following questions about you your soil sample:

● What does it look like?

● What does it sound like when you shake the bottle?

● Does it scratch the glass? How?

● Does it float or sink in water?

If you’re online, feel free to video record yourself and upload this to the STREAM

Click on the link below and go to the video which is titled, ‘What is a rock?’ Watch the video

https://www.bbc.co.uk/bitesize/topics/z9bbkqt

Read the information and write down four points you feel summarise the main points of rocks. You may want to

also watch other videos about fossils. They are quite interesting.

Additional activities – if you have completed the mandatory activities above for the day ● Revise your multiplication facts

● Complete some of the Study Ladder activities

● Complete the spelling Find-A-Word for your Year Group

● Write a letter to someone important in your life

© NSW Department of Education, Jul-212

Tuesday

Remember to log on to Google classroom and type ‘I’m here’ under your classroom teacher’s comment at 9am.

Reading

Learning intention: Identify grammatical features (conjunctions) in texts

● We should now have a clear understanding of conjunctions and their purpose. We have seen how they look in reading texts and also how we can use them in our writing to connect sentences

● Your task today is to unjumble the entire paragraph about Stingrays. There are two paragraphs: one which focuses on the diet of the stingray and the other which focuses on the stingray attacks on people

● If you’re online, click and drag the sentences together with the conjunction in the middle to create the two paragraphs ● If you’re working from the worksheets, cut and paste the activity in order the same way ● Once completed and if online, record yourself reading the text to ensure it flows

For further assistance please watch the instructional video provided on Google classroom

Writing Learning intention: Identify and use grammatical features (conjunctions) to accurately link ideas and information Yesterday we examined coordinating conjunctions. Today we are looking at subordinating conjunctions. It is not that important that you are able to differentiate between the two different types, however, it is really important that you are able to use both. Below are some examples of subordinating conjunctions.

© NSW Department of Education, Jul-212

This video is a little complex but explains the difference between coordinating and subordinating conjunctions https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-preposition-and-the-conjunction/introduction-to-conjunctions/v/subordinating-conjunctions. Your task

Using the same videos as yesterday (listed below), create 5 separate sentences that contain a subordinating conjunction (words or phrases from the table above). Some examples would be:

- Although they are small, Krill are a very important part of the ocean eco-system. - The fish huddled together since the giant squid were lurking nearby.

Krill - https://kids.nationalgeographic.com/videos/topic/everything-oceans#b704ec57-4c49-405f-b5f0-74101a618ee2 Giant squid - https://www.youtube.com/watch?v=UxvzjrDE1Kk Blue planet - https://www.youtube.com/watch?v=s4aQqx_Zo00 Challenge Take one of your sentences above and turn it into a full paragraph based on all that you have learnt so far in this unit (eg the structure of a paragraph, technical vocabulary, connectives and conjunctions and the different subheadings you can bundle your information into).

For further assistance please watch the instructional video provided on Google classroom

BREAK – 30 minutes

Geography

● Go to the Years 3 & 4 Library Google Classroom if you have access, otherwise use the worksheets

● Mrs Gee will be online between 11:20 am - 1:10 pm for all Years 3 and 4 classes on the Library Google classroom

● The National Flower of Japan is the Cherry Blossom. Have a go at drawing it ● Complete the attached worksheet for Geography

● Don't forget to keep trying to read for the Premier's Reading challenge. If you have access go to the Storybox Library. I have made a playlist for PRC Year 3 & 4. Let Mrs Gee or your class teacher know what you have watched

Log in: https://storyboxlibrary.com.au/login

© NSW Department of Education, Jul-212

Viewer Username: SWPS Viewer Password: read

Mathematics

Year 3

Learning intention: Factorise the multiple of ten eg 3 x 20:3 x 2 x 10 = 6 x 10 = 60

Counting drills: Skip count by 7s & 8s

Important vocabulary to remember: Multiply, multiplied by, product, multiplication, multiplication facts, multiples, double

Problem of the day: There is a convoy of cars attending a wedding, each car holds 5 people. There are 30 cars. How many people

are here altogether? Activity: What is the difference between three tens and 9? _______________________________________

Yesterday we looked at using our mental strategies to multiply a one-digit number by a multiple of 10. Like, using place value concepts Warm up: Fill in the missing blank spaces below using place value concepts.

1. 4 x 50 = ______ is the same as 4 x ____ tens, is the same as, _____ x 10

2. 3 x 40= ______ is the same as 3 x ____ tens, is the same as, ____ x 2.

3. 3 x 20 = ______ is the same as 3 x _____ tens, is the same as, ____x10.

Task: Today’s lesson you will need to complete a mix and match activity. You will need to cut, mix and sort out the following multiples to factorise the multiples of ten. (If you’re working from your pack or Google classroom the worksheet is titled ‘Year 3 place value concept Maths’

Extension activities: complete table answering using place value concept, mental strategies and repeated addition

Watch the instructional video on Google classroom if you have access

Mathematics

Year 4

Learning intentions: Use doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 x 4 is double 23 and then

double again use mental and informal written strategies to multiply a two-digit number by a one digit number

use the area model Last week the area model was introduced for multiplying a two-digit number by a one-digit number. Go back and check

Week 5 Remote learning plan Mathematics lesson for Wednesday.

Today we will do further examples.

(Join the Zoom meeting if you have access. Details will be posted in the Google Classroom Stream.)

1. 26 x 7 = 2. 77 x 7 = 3. 92 x 8 =

4. 34 x 8 = 5. 62 x 6 = 6. 39 x 9 =

Extension: using the area model to multiply a three-digit number by a single digit. There are 2 worked examples below

the question table to help you apply the strategy to three-digit numbers.

© NSW Department of Education, Jul-212

1. 317 x 6 = 2. 278 x 5 =

3. 188 x 9 = 4. 504 x 3 =

Problem of the Day

For further assistance please watch the instructional video provided on Google classroom

BREAK - 45 minutes

Spelling

-

© NSW Department of Education, Jul-212

- Practise saying each of your words aloud - Complete the Definitions activity for your Year Group - Complete the Sentences activity for your Year Group

Additional activities – if you have completed the mandatory activities above for the day ● Revise your multiplication facts – aiming for quick, accurate recall of all table facts ● Spend 30-minutes on Study Ladder

● Time to reset and stretch with yoga, click on the link to start!

https://www.youtube.com/watch?v=X655B4ISakg

● Get creative, follow the step-by-step guided drawing of a sea turtle. Colour it in and share

your drawing to your google classroom.

● Train your brain: Have a go completing memory matching games

https://www.memozor.com/memory-games/for-kids

© NSW Department of Education, Jul-212

Wednesday

You do not need to log on today. Remember it’s a technology free day.

Today it’s all about moving away from technology. Refer to the ‘Unplugged’ planner sheet provided with a variety of activities for you to complete.

Have fun!!!!!!

Thursday

Remember to log on to Google classroom and type ‘I’m here’ under your classroom teacher’s comment at 9am.

Reading

Learning intention: Use comprehension strategies when reading texts

Year 3 You will need the magazine titled, Countdown July 2021, issue no.6

Text: Problem Pets pages 26 and 27

Answer the following comprehension questions. There is no need to post your answers on the CLASSROOM STREAM.

1. What do the two pets have in common? 2. What does Rik’s pet do when they go for walks? 3. How is Jess’ pet ‘seriously silly’? 4. Name some of the things each of the characters wondered about their pets. 5. What do you think the word sulk means? Look at the way it’s being used on 27. 6. What did Rik and Ben think is more impossible to train than pets? 7. How do we know that it doesn't really bother both characters if their pets don't always listen? 8. Write down ten key words from the text. Remember key words are not people’s names, common words

etc 9. Research some training techniques for dogs. Record them

© NSW Department of Education, Jul-212

10. If you were to summarise the text in one sentence what would you say?

Year 4 You will need the magazine titled, Blast Off July 2021, issue no.6

Text: Going to School on the Goldfields pages 20 - 23

Answer the following comprehension questions. There is no need to post your answers on the CLASSROOM STREAM.

1. What was everyone’s dream when the Gold rush started? 2. The word ‘fossicking’ is used in the text. What do you think this means? 3. Describe the schooling situation for children in Australia during this time. 4. How were miners sometimes disadvantaged? 5. What was the main concern about who was educating children in schools? 6. The text talks about the range of age children attended school in the earlier 1800s, how is this different

to our current schooling? 7. What was the purpose of a writing slate? 8. When the surface gold could not be found what did miners start doing? 9. Describe the school setting during Wintertime. 10. By what year did schooling start to be like that of today?

Writing

Learning intention: Identify and use grammatical features (pronouns) to accurately link ideas and information

A pronoun is a word that is used instead of a noun or noun phrase. Pronouns refer to either a noun that has already been mentioned or to a noun that does not need to be named specifically. For example;

Mr Kirby cooked spaghetti bolognese for dinner. He hoped his wife liked it.

In the above sentence, Mr Kirby is replaced by the pronoun he and his in the second sentence. Spaghetti bolognese is also replaced by the pronoun it in the second sentence.

Your Task

Complete the attached worksheet on pronouns. This will be available in both hardcopy for those being mailed copies and as a google doc for those working online.

When you have finished the worksheet, complete the following interactive game on pronouns.

https://www.abcya.com/games/parts_of_speech_quest_pronouns

For further assistance please watch the instructional video provided on Google classroom

BREAK – 30 minutes

Mathematics

Year 3

Learning intentions: Identify lines of symmetry in pictures, artefacts, designs and the environment

Identify and draw lines of symmetry on given shapes, including the special quadrilaterals and

other regular and irregular shapes

Important vocabulary to remember: parallel, pair of parallel lines, opposite, length, vertex (vertices), angle, right angle, symmetry, line

© NSW Department of Education, Jul-212

(axis) of symmetry

Counting drills: Skip count by 6’s forwards and backwards from various starting numbers.

Problem of the day:

Activity: Today we are going to be learning about ‘symmetry’. We will identify lines of symmetry in pictures and draw lines

of symmetry on giving shapes.

What is symmetry and where can we find it?

An object, shape or design can be said to be symmetrical if a line can be drawn through the middle, such that the two halves are mirror images of each other.

Task: Draw lines of symmetry on a variety of pictures in the environment and various 2D regular/ irregular shapes . - If you're working from the pack or on Google classroom the slide is titled ‘Year 3 Lines of Symmetry’.

Fast finishers: Symmetry Sort interactive game, it involves sorting pictures, shapes and letters into symmetrical and non-symmetrical

sets.https://www.topmarks.co.uk/symmetry/symmetry-sorting

For further assistance please watch the instructional video provided on Google classroom

Year 4

Learning intentions: Identify shapes that do and do not tessellate Explain why a shape does or does not tessellate When shapes tessellate they fit together with no gaps or overlaps. However, not all shapes fit together perfectly - these shapes do not tessellate. Watch the video on tessellation if you have access to the internet. 'Maths in Nature' a Honeycomb Tessellation - YouTube Last week you made patterns that tessellate. Today you will complete a worksheet that contains tessellating and non-tessellating patterns. This website has a tessellation creator. Experiment making a tessellating pattern with the same shape. If you can’t join the shapes without a gap - the shape does not tessellate. Tessellation Creator (nctm.org). Record which shapes did and did not tessellate. Complete the worksheet - identifying shapes that tessellate. For the patterns that do not tessellate you will colour the shape that has been used and leave the gaps white. Then complete the sentence. The shapes that did not tessellate were ……………...

Problem of the Day:

For further assistance please watch the instructional video provided on Google classroom

Spelling

● Practise saying each of the words.

● Copy each of your words as rainbow words

● Complete the Crossword for your Year Group

© NSW Department of Education, Jul-212

BREAK – 45 minutes

PDHPE Time to get active!

Last week our lesson focussed on eye hand coordination. To become skilled we need regular practise of these activities. today we will repeat the same activities. You may have completed all the set activities or only some of them. Some may have been easy and others a little tricky. Today, your goal is to improve on last week's performance.

What do you remember from reading the eye hand coordination document? Here is a quick summary

Hand-eye coordination is when we use our eyes to direct the muscles needed to complete a task or skill.

First, visual input, or what we see and focus on, is processed in our brains.

Remember, ‘Keep your eye on the ball!’ - your eyes are giving important information to help your brain recruit muscles and time your

responses.

Next, the brain sends signals to muscles to move.

After you have completed the movement - your brain receives feedback on how successful your attempt was.

Then, with practise your brain learns the movements and timing needed for the skill to develop.

We all have some hand-eye coordination. Some of us have better eye-hand coordination usually because we have spent more time

playing ball games. The good news is that everyone can improve their eye-hand coordination with practise. Keep your eye on the ball

and don’t give up. Practise of these activities also improves our timing balance and skill level.

Before you start the activities, you will need a medium to large bouncy ball.

First complete the 3 minute warm up

Activity 1. Warm up

● Jog on the spot while you count to 30 ● Do 5-star jumps ● Jog on the spot while you count to 30 ● Skip 3 metres and return (if you have the space). You can choose to skip on the spot with a skipping rope if you have one. ● Rest for 1 minute and repeat twice.

Return to the 'Eye hand coordination

© NSW Department of Education, Jul-212

' lesson and follow the links to watch the activities being modelled. Then complete the activity and move on to the next activity. Try your best and don't give up.

For students who don’t have access to the internet

With a large bouncy ball

1. pat bounce the ball with your left hand 10 times, then 10 times with your left hand. Repeat 3 times. 2. Pat bounce the ball with left and right hand alternately 20 times - Repeat 3 times

3. Hold the ball in your right hand and pass it behind your back to your left hand. Repeat 3 times.

4. Pat bounce the ball as you walk around 4 cones - see image below

Repeat steps 1-3 five times.

Write a brief note about your performance this week compared to last week.

Additional activities – if you have completed the mandatory activities above for the day

● Revise your multiplication facts – aiming for quick, accurate recall of all table facts

● Spend 30-minutes on StudyLadder

● Play the following conjunction game https://wordwall.net/resource/44156/english/conjunctions-match-up-game

● Revise basic punctuation https://www.abcya.com/games/fun-factory-punctuation-capitalization

© NSW Department of Education, Jul-212

Friday

Remember to log on to Google classroom and type ‘I’m here’ under your classroom teacher’s comment at 9am.

Technology –

● It’s now time to do some research. You can either present your information on cardboard, a piece of paper, use Google Slides or any other form which you see appropriate

● Your task is to research how technology has changed over time. You might want to pick two or three types of technology that have changed and describe what has happened over time. Use diagrams to assist your explanation. You’re not limited to these types of technology but might want to use them as a starting point: phones, computers (what did we use before), phone lines, Internet etc

PDHPE (nutrition content) Learning intention: Explore the influence of environment and culture on their own and others’ health choices in relation to food practises at home and at school

When it comes to food, there are many influences and values that determine what you choose to eat at any given time. Watch the following video which gives you detailed information on the things that influence our food choices https://www.youtube.com/watch?v=r6UezI_Pveg. Here are some of those influences but you may be able to think of more from the video:

– cultural (your background and traditions)

– school

– friends

– location

– emotions (How you are feeling)

– advertising

– religion

How am I influenced? List 5 things that might influence your choice of foods (you can ‘cheat’ and choose from the list above). In the right-hand column provide a brief explanation.

Influence How does this determine what I eat?

eg Where I live (location) I live near a supermarket, so we are able to eat lots of fruits and vegetables

© NSW Department of Education, Jul-212

BREAK – 30 minutes

Mathematics

Year 3

Learning intentions: Determine and explain whether a given line through a shape is a line of symmetry Recognise and explain why any line through the centre of (and across) a circle is a line of symmetry Important vocabulary to remember: parallel, pair of parallel lines, opposite, length, vertex (vertices), angle, right angle, symmetry, line (axis) of symmetry

Problem of the day:

Activity: Yesterday we learnt that symmetry is when each side of the lines mirror the other side. For example a line can be drawn through the middle, such that the two halves are mirror images of each other. Lines of symmetry can either be

vertical, horizontal or diagonal.

● In yesterday's activity we drew lines of symmetry, in a variety of pictures from the environment and 2D regular/ irregular shapes.

● Today we are going to determine and recognise whether a given line through a shape is a line of symmetry.

For example: Shape A has an incorrect line of symmetry, whereas Shape B, C & D has correct lines of symmetry.

Task: Complete your worksheets in your pack or on google class to determine and recognise whether a given line through a shape is a line of symmetry. Worksheet is titled ‘Year 3 Friday Symmetry’.

Fast finishers: Symmetric shape, identify whether a shape can be symmetrical. https://www.sheppardsoftware.com/math/geometry/symmetry-game/

For further assistance please watch the instructional video provided on Google classroom

Year 4 Learning intention: Draw the reflection (mirror image) to complete symmetrical pictures and shapes, given a line of symmetry, with and without the use of digital technologies

© NSW Department of Education, Jul-212

Problem of the day

For further assistance please watch the instructional video provided on Google classroom BREAK – 45 minutes

PDHPE

Time to get active

Activity 1. Warm with Fabio. He is on his way to his grandmother’s house with meatballs. As you jog on the spot you will need to run, duck, jump, and dodge left and right to avoid the obstacles. Make sure you have a clear space to follow the actions safely.

GoNoodle | Fabio's Meatball Run

If you are not online, complete the warmup activities from yesterday’s lesson.

● jog on the spot while you count to 30 ● do 5 star jumps ● jog on the spot while you count to 30 ● skip 3 metres and return

Rest for 2 minutes and repeat.

To become skilled we need regular practise of activities. Today we will repeat yesterday's eye hand coordination activities. You may have completed all the set activities or only some of them. Some may have been easy and others a little tricky. Today, your goal is to improve yesterday’s performance.

What do you remember from reading the eye hand coordination document? Here is a quick summary

Remember everyone can improve their eye-hand coordination all it takes is practise and patience. Keep your eye on the ball and don’t

give up. Practise of these activities also improves your timing, balance and skill level.

Before you start the activities, you will need a medium to large bouncy ball.

Have you completed the 3-minute warm up activity above?

Return to the 'Eye hand coordination

' lesson and follow the links to watch the activities being modelled. Then complete an activity and move on to the next activity. Try your best and don't give up.

For students who don’t have access to the internet

With a large bouncy ball

1. Pat bounce the ball with your left hand 10 times, then 10 times with your left hand. Repeat 3 times. 2. Pat bounce the ball with left and right hand alternately 20 times - Repeat 3 times 3. Hold the ball in your right hand and pass it behind your back to your left hand. Repeat 3 times. 4. Pat bounce the ball as you walk around 4 cones - see image below

© NSW Department of Education, Jul-212

5. This time change hands as you round each bottle - try and increase your speed each attempt.

Repeat steps 1-5 five times.

Write a brief note about your performance today compared to yesterday.

Additional activities – if you have completed the mandatory activities above for the day

● Revise your multiplication facts – aiming for quick, accurate recall of all table facts

● Spend 30-minutes on StudyLadder

● Sports theme visual arts. Create an artwork that shows sports equipment in a creative way. You might choose a basketball,

soccer ball, football, tennis racquet, t-ball bat. Think about the size of the item - will you draw just one or multiple copies of the

sports item (remember it needs to be the same item) Here is a link to a guided drawing of a basketball

o How To Draw A Basketball For Young Artists! - YouTube

o How To Draw A Soccer Ball - YouTube