Term 2 Week 4 2009

Timetable

• 9.00 Handwriting• 9.15 Spelling- word list, word-study, cloze, grammar• 9.30 Morning Pages-news, issues• 10.00 Whiteboard training• _____________________________• 11.00 SSR/Homework• 11.30 Reading• 12.00 Writing• 12.30 PE• _______________________________• 1.30 Reading To• Maths• 2.00 Science• 2.30 Topic

Websites• Tvnz on demand tinyurl.com/21c7fj • Tv3 video on demand tinyurl.com/yow8k9• Teacher tube www.teachertube.com• Science hack sciencehack.co• video jug www.videojug.com/tag/learning• Freedocs www.freedocumentaries.org• Teachers tv www.teachers.tv/video• Google video.google.com “genre: educational”• Nova science video” www.pbs.org/wgbh/nova/programs/index.html• National geographic video.nationalgeographic.com/video• Library service www.anyquestions.co.nz/en/anyQuestions.html• Edutopia www.edutopia.org/video• Abc kids www.abc.com.au.children• Bbc www.bbc.co.uk/children• What now www.whatnow.tv• Childs play childsplay.sourceforge.net• Art www.ambientdesign.com• Art www.tuxpaint.org• www.resene.co.nz.• How to plant a garden tinyurl.com/2xexa4• Photo competition www.netguide.co.nz

Wet Day Activities

• Snakes and Ladders• Dots• 0 and x• Hangman• Scrabble• Cards

• Read• Dance practise• Drawing• Computer• Whiteboard• Song group practise

9.00 Handwriting

• WALT improve - slope - good speed - letter shapes - size of letters - joining of letters - neatness - headings - fluid writing style

• Discuss with the teacher what you are going to work on.

• Practise.• Evaluate your work.

9.15 Spelling Strategy

WALT spell words

• Choose a word you can read/ or almost know how to spell.

• Look length, at the shape, tall letters, tails• Copy 5x, 10x• Cover and spell• Check for the hardspot

Mon 9.15 Spelling- Scavenger hunt

1. Landfill is a rubbish dump.2. We breathe out carbon dioxide.3. Smoke and fog together smog.4. A habitat is a home.5. Toxic means poisonous.6. Compost feeds plants.7. Biodegradable stuff breaks down.8. Hazardous waste is dangerous.9. Emissions are gas.10. Ozone is oxygen.

Mon 9.15 Spelling- dictionary skills. You need to be able to read the words and

explain the meaning.• Rainwater• Drains• Treatment plant• Reservoirs• Barrel• Organic• Cistern• Vapour• Factory• fertiliser

1. Found on a toilet.

2. Moisture in the air.

3. Holds water.

4. Chemical added to soil.

5. Building with machines.

6. Water that falls from the sky.

Tues 9.15 Spelling

• WALT identify vowels and consonants

• Vowels a e i o u• Consonants b c d f g h j k l m n p q r s t v w

x y z

• Write v above the letter if the letter is a vowel.• Toxic hazardous energy smog global

• Write c above the letter if the letter is a consonant. • Emissions haze ozone chemicals compost

Wed 9.15 Spelling

• WALT find the word that makes sense.

• When it rains h___ for a very long time you sometimes get floods. Floods mean that w____ overflows the river banks and runs o___ the land. Really bad floods can c____ mud slides and carry rocks d____ slopes. Floods can b__ devastating.

Fri 9.15 Grammar

• WALT identify common nouns.

• Underline the common nouns in the sentences.1. The boat was floating on the water.2. The man opened the gate.3. It was a dark rainy night.4. The wind blew hard down the valley.5. The water rushed over the ground in streams.6. Huge puddles covered the courts.

9.30 Morning Pages

• WALT express our opinions by saying what we think and giving reasons for saying that.

• Issue:

10.00 Mon/Tues Whiteboard Training/ Publishing

• WALT make a Photo-story 3.

• You will need photos to add into your programme.

• Make sure you have a story to tell.

• Learn to insert photos• Add text• Add music• Save and play.

10.00 Wed/Fri Topic- Reusing grey water: Can plants tolerate it?

www.sciencebuddies.org/science-fair projects • Explore the idea of waste water. What have you found out about

grey water and reusing waste water?• Plan an experiment to test the effects of grey water on plants.• Write Questions about how to set up an experiment. What do you

know and need to know about grey water before you use it?• Gather information by using key words to search books or

computers. Then scan and skim for information. Interview an expert. Do the experiments.

• Organise your information by note-taking and note-making.• Present your findings using voice sound and photos. • Evaluate and describe how the investigation turned out.• So What will you recommend people do about using waste water on

plants?

11.00 Mon/Thurs This is my Life• What’s your name? Age?

Birthday?• Where do you live?• Who are your parents,

brothers, sisters, and grandparents?

• Your tribe, marae. What do you do at your marae?

• What sort of house do you live in?

• Does it have a garden. What’s in the garden?

• What pets do you have?• What cars, bikes etc do you

have?• What’s in your bedroom?

• What foods do you like?• What hobbies, sports,

interests do you have?• What do you really like?• What do you really hate?• What makes you happy?• What makes you sad or

angry?• What would you like to do

when you’ve finished school?

11.00 SSR/Homework

• WALT be self managing

• Target with the teacher.

• Book Title

• 5 Maths facts • 5 Spelling words

• Research: Find out things about yourself you don’t know?

11.30 Reading-Literature Circle• Title: Pt1.1. 2009 Hatupatu

• Connector- Connect the contents of the text to world events, history, the arts, personal experience.

• Is there a connection you can make to the story?

• Travel Tracker- Locate the story as it moves along, develop an image of where the story is taking place.

• Can you make a diagram to show the track they took.

• Wordsmith- Help identify words not known, find the meaning, increase vocabulary

• What words give images in your mind?

• Investigator- Research background information about the book and related topics.

What facts can you find about the places Hatupatu went to?

• Summarizer- Read the text and summarise the essence of the story. Begin the group discussion.

• Illustrator- Show understanding of the text by drawing part of the story.

• Discussion Director- Questions and prompt thinking about the authors intent, inferences in the text, recall of details.

• Paragraph Picker- Find exciting paragraphs based on language, imagery, use of synonyms, alternative words, description, alliteration, dialogue.

• Character studier- Identify the traits of the main character and justify from text.

• Creator- Create something that arises out of reading the text- a letter, photostory, model, display, concept chart.

11.30 Reading-Literature Circle• Title: The Witch’s Rock

• Connector- Connect the contents of the text to world events, history, the arts, personal experience.

• Travel Tracker- Locate the story as it moves along, develop an image of where the story is taking place.

• Wordsmith- Help identify words not known, find the meaning, increase vocabulary

• Investigator- Research background information about the book and related topics.

• Summarizer- Read the text and summarise the essence of the story. Begin the group discussion. Use first sentence in each paragraph to help.

• Illustrator- Show understanding of the text by drawing part of the story.

• Discussion Director- Questions and prompt thinking about the authors intent, inferences in the text, recall of details. Why would there be a netball tournament called the Kurungaituku? Why do they leave green leaves at the rock? What makes this story more realistic than the others?

• Paragraph Picker- Find exciting paragraphs based on language, imagery, use of synonyms, alternative words, description, alliteration, dialogue. Find examples of alliteration/ description/ similes.

• Character studier- Identify the traits of the main character and justify from text.

• Describe Birdwoman

• Creator- Create something that arises out of reading the text- a letter, photo-story, model, display, concept chart. Make Birdwoman in clay.

11.30 Reading-Literature Circle• Title:

• Connector- Connect the contents of the text to world events, history, the arts, personal experience.

• Travel Tracker- Locate the story as it moves along, develop an image of where the story is taking place.

• Wordsmith- Help identify words not known, find the meaning, increase vocabulary

• Investigator- Research background information about the book and related topics.

• Summarizer- Read the text and summarise the essence of the story. Begin the group discussion.

• Illustrator- Show understanding of the text by drawing part of the story.

• Discussion Director- Questions and prompt thinking about the authors intent, inferences in the text, recall of details.

• Paragraph Picker- Find exciting paragraphs based on language, imagery, use of synonyms, alternative words, description, alliteration, dialogue.

• Character studier- Identify the traits of the main character and justify from text.

• Creator- Create something that arises out of reading the text- a letter, photostory, model, display, concept chart.

12.00 Juicy Writing• WALT write concisely and descriptively• Big Idea: Me the Learner• Explore your past and brainstorm the different things you have learned.

Write about one thing you learned.• Plan on a learning map who helped you learn. What did those people do to

help you learn? • Write Questions to investigate how people learn eg What else helps you

learn? What does the brain do?• Gather evidence of your learning through the years- sift and sort through

photos, stories, certificates.• Organise and process the photos and stories into a format using notes to

explain their significance. Add flash and tags to make it more interesting.• Present and celebrate your work as an album or photo-story 3 or data

show.• Evaluate your work and say what your think of it and what your next step

would be.• So What will you do now?

Thurs/ Fri 12.30 PE

• WALT pass and throw and control the ball/equipment.

• Run, dribble and pass looks like…• Blocking looks like…• Dodging looks like…

• Paper, rock, scissors• Two versus two• Cat and Pigeons• Circular Dodge ball

1.30 Reading to

• WALT listen to and appreciate a story.

2.00 Maths-Discover

• http://www.tki.org.nz/r/wick_ed/maths/interactives.php

• http://www.studyworksonline.com/• http://

www.questacon.edu.au/html/puzzles.html • BBC.KS2 Bitesize

2.00 Maths- Number sequence

• WALT show the number that

1. comes after 33 342. comes before 97 983. 10 after 86 964. 10 before 64 745. 100 after 152 2526. 100 before 288 3887. two greater than 421 4238. in between 567 568 569 570 5719. comes next in the sequence 15, 20, 25,30 __10. is the nearest ten to 198 200

2.00 Maths- Place Value1. A toy costs $40. How many $10 notes do you need to pay for it?2. A radio costs $340. How many $10 notes do you need?3. You have $150 in $10 notes. How many notes do you have?4. You have 98c. How many ten cents do you have?5. You have 33c. How many ten cents do you have?6. You have 65c. How many ten cents do you have?7. You have $1.70. How many ten cents do you have?8. I have eight $10.00 notes. Can I buy a book that costs $50?9. Dad has twelve $10.00 notes. Can he buy a phone that costs $199?10. Mum has nine $10.00 notes. Can she buy curtains for $60?

2.00 Maths- x -:

1. How many cars can you make with 24 wheels?

2. How many cars can you make with 32 wheels?

3. How many cars can you make with 12 wheels?

4. How many cars can you make with 28 wheels?

5. How many cars can you make with 40 wheels?

6. How many cars can you make with 36 wheels?

7. How many cars can you make with 4 wheels?

8. How many cars can you make with 18 wheels?

9. How many cars can you make with 56 wheels?

10. How many cars can you make with 64 wheels?

2.00 Maths- Fractions

1. double of 4

2. double of 6

3. double of 8

4. double of 9

5. double of 12

6. double of 13

7. double of 15

8. double of 16

9. double of 20

10. double of 25

11. Half of 8

12. Half of 10

13. Half of 14

14. Half of 20

15. Half of 30

16. Half of 40

17. Half of 100

18. Half of 50

19. Half of 22

20. Half of 24

2.00 Maths- Basic facts

1. 6+6=

2. 6+9=

3. 9+9=

4. 8+8=

5. 7+7=

6. 9+10=

7. 10+7=

8. 12+5=

9. 13+6=

10. 8+14=

11. 17-9=

12. 16-7=

13. 18-6=

14. 20-5=

15. 15-8=

16. 20-4=

17. 20-6=

18. 20-9=

19. 20-13=

20. 18-11=

2.00 Maths- multiplication and division

1. 10-:2=

2. 12-:2=

3. 14-:2=

4. 16-:2=

5. 18-:2=

6. 15-:5=

7. 10-:5=

8. 20-:5=

9. 25-:5=

10.30-:5=

11. 3x2=

12 4x5=

13 8x5=

14 5x5=

15 8x2=

16 6x5=

17 5x2=

18 3x5=

19 6x2=

20 4x2=

2.00 Maths- + - partitioning, rounding, compensation strategies

1. 23+13=

2. 34+15=

3. 45+15=

4. 56+18=

5. 76+19=

6. 87+19=

7. 88+34=

8. 92+45=

9. 56+56=

10. 67+78=

11. 20-15=

12. 34-13=

13. 45-12=

14. 56-20=

15. 78-20=

16. 89-24=

17. 67-34=

18. 46-25=

19. 34-28=

20. 65-36=

2.00 Maths

• WALT play a game

• Hangman• ___ ___ ___ ___• Is there a 5 in the

tens place?• Is there a digit 8

anywhere?

• WALT play a game

2.30 Science- Can you set up an experiment and do a ‘fair test’?

Design an experiment to find out if plants can take grey water.

Design an experiment to see if the colour of a flowerpot affects a plants growth.

Design an experiment to feed a plant slowly when you can’t be there to feed it.

Design an experiment to see what effects salt/ sugar/ lemon/ coffee/ epsom salts/ vinegar has on plants.

• Design an experiment to see if what is in the soil affects the plants growth.

• Design an experiment to show how the sun is necessary for growth to occur.

• Design an experiment to see what difference hormone/ special growth products make to plants.

• Design an experiment to filter water before giving it to plants.