NSW Department of Education - Penrith South Public School – Stage One education.nsw.gov.au Stage One–Term 3, Week 8 (Non-Digital) 30th August–3rd September You will not need access to a digital device but may need help from a parent/carer to complete the following activities. Monday Tuesday Wednesday Thursday Friday Warm up your body ready for learning. Kneel on the floor & stretch out like a cat. Breathe in for a count of 4. Hold your breath for a count of 4. Breathe out for a count of 4. Hold your breath for a count of 4. WELLBEING WEDNESDAY Choose to do today’s activities OR have a break and choose activities from the wellbeing rubric instead! Plan to help someone in your house. You could help make lunch, get the mail, water the plants or make your bed. Fun Friday. Do some fun activities today in the afternoon. ENGLISH Reading - Choose a book from your collection to read. ENGLISH Reading – Choose a book from your collection to read. ENGLISH Reading - Choose a book from your collection to read. ENGLISH Reading - Choose a book from your collection to read. ENGLISH Reading - Choose a book from your collection to read.
Transcript
NSW Department of Education - Penrith South Public School – Stage One
education.nsw.gov.au
Stage One–Term 3, Week 8 (Non-Digital) 30th August–3rd September
You will not need access to a digital device but may need help from a parent/carer to complete the following activities.
Monday Tuesday Wednesday Thursday Friday
Warm up your body ready for learning.
Kneel on the floor & stretch out like a cat.
Breathe in for a count of 4. Hold your breath for a count of 4. Breathe out for a count of 4. Hold your breath for a count of 4.
WELLBEING WEDNESDAY Choose to do today’s activities OR have a break and choose activities from the wellbeing rubric instead!
Plan to help someone in your house. You could help make lunch, get the mail, water the plants or make your bed.
Fun Friday.
Do some fun activities today in the afternoon.
ENGLISH
Reading -
Choose a book from your collection to read.
ENGLISH
Reading –
Choose a book from your collection to read.
ENGLISH
Reading -
Choose a book from your collection to read.
ENGLISH
Reading -
Choose a book from your collection to read.
ENGLISH
Reading -
Choose a book from your collection to read.
education.nsw.gov.au
Before Reading:
Good readers use their background knowledge when they are reading and ask questions as they go.
Have a look at the cover of the book and write or tell someone everything you notice about the picture on the cover.
*What is the story going to be about?
*Read your book or have someone read it to you.
After Reading:
Answer these questions:
*Where you right about your prediction?
*Who were the main characters?
*Was there a problem in the story? What was it?
See if you can find some clues in the text to support your answer.
Activity:
*Draw a picture to match the story with a beginning, middle and end.
See attached worksheet
Before Reading:
Good readers use their background knowledge when they are reading and ask questions as they go.
*Find the name of the author, illustrator and who published the book (usually on the inside front page)
*Look at the cover and predict how many characters there will be.
After Reading:
*How many characters
were there? (people and
animals can be
characters)
*Name some types of
emotions that the
characters felt in the story
(e.g., happy, sad,
frustrated)
*What was the main
message/idea the author
wanted us to learn?
*Are you like any of the
characters? How?
Before Reading:
Good readers use their background knowledge when they are reading and ask questions as they go.
*Have a look at the cover of your book. What do you notice about the words in the title?
*Where else can you find the title of the book besides on the front cover?
*Where do you think the setting is? (where does the story take place?)
After Reading:
*Answer these questions:
*Where was the story set?
*What was the main idea in the story?
*How did the story end?
*Can you come up with an alternative ending to the story?
*How do the illustrations help tell this story?
Before Reading:
Good readers use their background knowledge when they are reading and ask questions as they go.
*What illustrations are on the front and back of your book?
*Does this give a clue about what the story will be about?
After Reading
*Answer these questions:
*What did you enjoy most about this book?
*Are there any rhyming words in your book?
*What are your 2 favourite words in the story?
*Can you say/ read them?
*Look up the meaning of your 2 favourite words in a dictionary.
Before Reading:
Good readers use their background knowledge when they are reading and ask questions as they go.
*Flick through the book and look at all the illustrations.
*Say what you think the story will be about based on the pictures.
After Reading
* Answer these questions:
*Give a retell of the story with a beginning, middle and end.
*Would you recommend this story to others?
*Who do you think should read this book?
*Was there a lesson the author wanted the reader to take away after reading this book?
If yes, what was the lesson/message?
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Guided Reading-
Optional
Log on to Wushka with
the login details supplied
by your teacher last week.
https://wushka.com.au/
Choose a levelled book
from your Wushka library
and read it.
You may like to do the
quiz as well.
Write 3 questions you
have about the story you
read.
Writing –
Cows
*Read the information in the attached sheet at the end of the unit about cows.
Guided Reading-
Optional
Log on to Wushka
https://wushka.com.au/
Read the same levelled
book from your Wushka
library as yesterday.
Read it again smoothly.
Retell the story you read.
What happened in the:
Beginning, middle, end?
Writing –
Monty the Penguin
*Look at this picture of a boy and his penguin, Monty
The penguin is lonely even though he has the boy for a friend.
He really wants another penguin to play with and
Guided Reading-
Optional
Log on to Wushka
https://wushka.com.au/
Choose a levelled book from your Wushka library and read it.
You may like to do the quiz as well.
Writing –
These are some rhymes in a book called Clark the Shark.
What’s the rule? Stay cool
When the teacher’s talking, Don’t go walking.
Only munch your own lunch
Easy does it, that’s the way. Then my friends will let me play.
*Create your own rhyme OR poster about good school behaviour and illustrate it.
Some examples can be found below:
Guided Reading-
Optional
Log on to Wushka
https://wushka.com.au/
Choose a levelled book from your Wushka library.
Design a new front cover for the story you read.
Writing –
Let's learn more about adjectives so we can write a senses poem.
Remember, adjectives are describing words, such as tall, green and freezing.
Read the poem 'Sock Monster'.
See the attached sheet at the end of the unit of work
After reading the poem
List all the describing words (adjectives) the author used
Guided Reading-
Optional
Log on to Wushka
https://wushka.com.au/
Read the same levelled book from your Wushka library as yesterday.
Read it using expression.
Writing –
*Look at this Gorilla picture and read the gorilla facts in the attached sheet at the end of the unit of work.
Use all the facts you now know about gorillas and write some gorilla information.
You may like to use the following sentence starters:
first, there, about, another, where *Read your spelling words aloud.
Remember to blend the sounds together in your ck words to help you work them out:
b
ba
back = back
Optional template at the
end of the unit OR just
write on paper.
Spelling-
15 words
Write your spelling words neatly. (See the list from yesterday)
Use red for the vowel sounds in each word.
a e i o u
Spelling –
Read your ck spelling words
aloud.
Remember to stretch out the sounds and blend them back together to help you.
Choose 5 of your ck spelling
words (refer to Monday) and write them in 5 silly sentences.
For example:
The sock was furious that someone locked him outside.
I saw a thick stick eating a cracker.
*Write the spelling words you choose in colour for each sentence.
Spelling – *Choose 5 of your ck words and your 5 sight words. *Write these 10 spelling words in alphabetical order.
a b c d e
f g h i j k
l m n o p q
r s t u v w
x y z
Spelling –
*Write your 10 ck words
and 5 sight words in 2 separate columns in rainbow writing.
Refer to your Words from Monday.
ck words
Sight words
*Choose 6 of your ck
words and draw a picture beside them.
Optional Activity
*You may like to get another member of your household to call out your words & see if you can spell them correctly without looking.
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s
sn
sna
snack = snack *Write your 15 words on paper (or on the optional attached worksheet at the end of the unit) and underline the consonant
digraph- “ck” in the first
10 words with a coloured pencil.
Use blue for the consonants in each word.
b c d f g h j k l m n p q r s t v w x y z For example:
back first
You can write them on the optional attached worksheet OR on paper.
Crunch & Sip/Recess.
Brain Break- Go outside and see if you can find some insects in the garden. Draw one of them.
Crunch & Sip/Recess.
Brain Break- Play a card or a board game that you have at home.
Crunch & Sip/Recess.
Brain Break- Make something today; Lego, blocks, a cubby with blankets, an obstacle course, playdough, a craft activity
Crunch & Sip/Recess.
Brain Break- Draw how you are feeling today.
Discuss your drawing with someone in your household
Crunch & Sip/Recess.
Dance– Put some music on and dance for fun.
MATHEMATICS
WARM UP
Year 1
*Count forwards to 120 by 5’s.
MATHEMATICS
WARM UP
Year 1
*Complete the number of the day activity for 64.
*See attached worksheet
MATHEMATICS
WARM UP
Year 1
*Subtraction
You will need:
Paper, pencil to record your
MATHEMATICS
WARM UP
Year 1
* Count forward/backward by 10’s to 120.
MATHEMATICS
WARM UP
Year 1
*Addition.
You will need:
Paper, pencil to record your
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Challenge:
*Count backwards by 5’s starting at 120.
BEAT THE CLOCK Practise writing your numbers from 1-100.
This can be done on a blank hundreds chart
at the end of the unit.
BEAT THE CLOCK Practise writing your numbers from 1-100 again.
This can be done on a blank hundreds chart
answers.
6 – 6 = 4 – 1 =
8 – 1 = 8 – 3 =
2 – 2 = 9 – 8 =
2 – 1 = 7 – 3 =
5 – 2 = 3 – 2 =
18 – 2 = 20 – 4 =
19 – 7 = 20 – 1 =
12 – 9 = 20 – 9 =
12 – 8 = 16 – 8 =
19 – 9 = 11 – 3 =
Year 1
Activity- Number Talk
*What do you notice about these numbers?
*What would the next 3 numbers after 120 be in the counting sequence?
Year 1
Activity 1- 3 Tens in a Row
Equipment
▪ *2 different coloured markers
▪ *paper or your workbook
▪ *a 0-9 dice (a spinner or playing cards A-9)
▪ *A partner
answers.
2 + 7 = 4 + 2 =
2 + 5 = 6 + 3 =
3 + 5 = 7 + 1 =
2 + 8 = 3 + 7 =
1 + 4 = 6 + 1 =
9 + 6 = 11 + 8 =
7 + 7 = 8 + 5 =
1 + 9 = 4 + 6 =
5 + 5 = 10 + 0 =
Year 1
Activity- Staircase Patterns
*Make or draw a staircase pattern exactly like the one in the picture below
*Now continue it down the other side and draw the pattern that would make.
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*See attached worksheet at the end of the unit OR on a blank piece of paper.
*See if someone can time you and try to beat your time on your next attempt tomorrow.
If you have any numbers written backwards you will need to take 1 second off your time.
*How long did it take you?
Activity- Division
Division can be best understood as sharing and grouping
*See attached worksheet at the end of the unit OR on a blank piece of paper.
*See if someone can time you and try to beat your time from yesterday.
If you have any numbers written backwards you will need to take 1 second off your time.
*How long did it take you? *Were you faster today?
Activity- Division
Division can be best understood as sharing and grouping.
Equipment needed:
▪ pencils or markers, paper
What is a different strategy you can use to solve 23-19? Record your thinking.
▪ What is another different strategy you can use to solve 23-19? Record your thinking.
Year 2
WARM UP
*Subtraction.
You will need:
Paper, pencil to record your answers.
40 – 20 = 77 – 50 =
31 – 20 = 89 – 30 =
99 – 60 = 59 – 20 =
How to play:
▪ *Draw a 3x3 grid as a game board (like noughts and crosses game board).
▪ *Players take turns to roll
the dice or turn a card over and write the number in one of their boxes.
▪
▪ *The goal is to be able to write two numbers in each box that combine to make 10.
*Draw what the staircase will look like now if you continue building it up and down the other side, using twos like the example below.
Year 2
WARM UP
*Addition.
You will need:
Paper, pencil to record your answers.
12 + 7 = 14 + 2 =
2 + 15 = 6 + 13 =
13 + 5 = 7 + 11 =
12 + 8 = 3 + 17 =
11 + 14 = 16 + 11 =
19 + 6 = 11 + 18 =
7 + 7 = 8 + 8 =
9 + 9 = 12 + 12 =
9 + 8 = 12 + 11 =
17 + 0 = 0 + 21 =
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*Complete the worksheet on division at the end of the unit or use paper and draw the groups.
*Equipment needed:
24 counters or a collection of small items such as coins or lollies.
*Share the counters into groups following the instructions on the worksheet below which can be found at the end of the unit.
Cut out the flowers and share them amongst the vases so that each vase has an equal share of each variety of the flowers.
Please see attached flowers worksheet at the end of the unit.
See the attached worksheet at the end of the unit on division.
*Share the collection of fish equally among the four bowls.
See the attached worksheet at the end of the unit.
32 – 20 = 61 – 30 =
75 – 70 = 43 – 30 =
Activity- Number Talk
Equipment needed:
▪ pencils or markers, paper
What is a different strategy you can use to solve 23-19? Record your thinking.
▪ *Players continue taking turns until a player has been the first to make 3 tens in a row.
▪
Activity 2
*Find number bonds to 10
6 + ? = 10 8 + ? = 10
5 + ? = 10 3 + ? = 10
9 + ? = 10 10 + ? = 10
4 + ?= 10 7 + ? = 10
1 + ? = 10 2 + ? = 10
*Write down the combinations that make 10 (friends of 10 on paper)
Year 2
Activity- Staircase Patterns
Equipment needed:
*Paper
*Pencils
*Make or draw the pattern exactly as it is shown below
*Describe this pattern. What do you notice?
*How many blocks altogether in the pattern?
*How did you work it out?
*Now make or draw the pattern exactly like the one below.
*Describe this pattern too.
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*Discuss
How many different types of flowers can you see?
How many flowers are there altogether?
How many vases can you see?
How are you going to share the flowers so that each vase receives an equal share of each type of flower?
Year 2
WARM UP
*Count forwards to 400 by 5’s.
*Remember we say 100 and 5 not 100 5.
Year 2
WARM UP
*Complete the number of the day activity for 287.
*See attached worksheet at the end of the unit.
BEAT THE CLOCK Practise writing your numbers from 101-200 again.
This can be done on a blank hundreds chart see attached worksheet at the end of the unit OR on a blank piece of paper.
▪ What is another different strategy you can use to solve 23-19? Record your thinking.
Year 2
Start at 800 and skip count forwards/backwards by 10’s to 1000.
*What do you notice about these numbers?
*What would the next 3 numbers after 1000 be in the counting sequence?
Activity 1- 3 Tens in a Row
Equipment
▪ *2 different coloured markers
▪ *paper or your workbook
▪ *a 0-9 dice (a spinner or playing cards A-9)
▪ *A partner
*What do you notice about it?
*Are there more/ less or the same number of blocks in the second pattern?
*How did you work out how many blocks there were this time?
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A larger image of numbers to 500 is at the end of the unit.
Challenge
*Count backwards by 5’s starting at 400.
BEAT THE CLOCK Practise writing your numbers from 101-200.
This can be done on a blank hundreds chart. See attached worksheet at the end of the unit OR on a blank piece of paper.
*See if someone can time you and try to beat your time from yesterday.
If you have any numbers written backwards you will need to take 1 second off your time.
*How long did it take you? *Were you faster today?
Activity- Division
Division can be best understood as sharing and grouping
How to play:
▪ *Draw a 3x3 grid as a game board (like noughts and crosses game board).
▪ *Players take turns to roll
the dice or turn a card over and write the number in one of their boxes.
▪ *The goal is to be able to write two numbers in each box that combine to make 10.
Handwriting
Friday, 3rd September 2021
C C C C C C
c c c c c c
cat came cup
circus circle cycle
Don’t copy the date in the picture. Write today’s long date instead!
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See if someone can time you and try to beat your time on your next attempt tomorrow.
If you have any numbers written backwards you will need to take 1 second off your time.
How long did it take you?
Activity: - Division
Division can be best understood as sharing and grouping
*Complete the worksheet on division with the stamps at the end of the unit OR use
Solving real life problems:
*When solving problems, we use drawings or pictures as a strategy to help find the answer.
*Look at the question below and how it was solved using pictures.
*You may notice it uses sharing and grouping to find the answer.
An enlarged copy of the sheet above can be found at the back of the unit of work.
Problem Puzzles:
*Use drawings and numbers to help you solve the following problems. Write the answers in the box provided OR do on paper.
An enlarged copy of the sheet below can be found at the back of the unit of work.
CAPA-
Sharks and Dolphins
*Use your imagination and draw what you think a mixture of a shark and a dolphin would look like.
*What would it be called?
▪ *Players continue taking turns until a player has been the first to make 3 tens in a row.
▪
Activity 2
*Find number bonds to 20
16 + ? = 20 18 + ? = 20
15 + ? = 20 13 + ? = 20
19 + ? = 20 10 + ? = 20
14 + ?= 20 17 + ? = 20
1 + ? = 20 2 + ? = 20
*Write down the combinations that make 20 (friends of 20 on paper)
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just use 18 objects in the same array format.
*Use the instruction sheet attached at the end of the unit.
Stamp array at end of unit
Instruction sheet for stamp activity at end of unit.
PDHPE-
Skipping
Equipment needed:
*A skipping rope or dressing gown belt
*water bottle.
Learning cues to practise.
*Tuck elbows in
*rotate the wrists
*Bounce feet
*Eyes ahead
PDHPE-
Hopping
Equipment needed:
*5 pairs of socks or soft toys
*4 shoes
*water bottle.
Learning cues to practise.
*Stand on one leg, arms out to the side, weight forward (rocket ready).
*Bend knees slightly and spring up (rocket explode).
*Land with knee bent
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Handwriting
Monday, 30th August 2021
K K K K K K
k k k k k k
kite kind key
kick cake took
Don’t copy the date in the picture. Write today’s long date instead!
Challenges
*Form the shape of some letters with your body on the ground.
*Perform a skipping motion (without a rope) and try to skip around the shape of your chosen letters.
*Perform a skipping motion (with a rope) beginning with “one jump’ rotation.
*Try to work your way up to ten.
(rocket land).
Challenges
*Try running on the spot- (fast, slow, high knees)
*Followed by jumping quarter and half turns.
*Then try sitting in a v position.
*Hop to create outlines of shapes and letters.
*Then hop between 2 markers while carrying objects.
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Lunch Lunch Lunch Lunch Lunch
SCIENCE-
Complete the Kitchen Garden science activity on the life cycle of chickens that Mrs Kirkman has assigned.
See the attached sheets at the end of the unit
Have you completed?
1. Cow facts 2. Spelling words 3. Maths- division 4. Handwriting 5. Mrs Kirkman’s life
cycle activity
EXIT SLIP
*Tell someone in your household one thing you enjoyed doing today.
SCIENCE –
Penguins
*Penguins are birds, but unlike most birds, penguins are not able to fly.
*Penguins live mostly Antarctica, South America, South Africa, New Zealand and Galapagos Islands. These are all locations in the Southern Hemisphere.
*Most penguins like to eat krill which is kind of like shrimp, fish, squid, and other types of sea life they can catch while they swim and hunt.
*Female penguins lay 1-2 eggs on the shore, but usually only one will hatch. When she lays the egg, she then goes out to find something to eat and, leaves the male to watch the nest with the eggs.
SCIENCE –
Sharks
The world's biggest living fish is a shark. What intrigues you the most about these amazing creatures?
VISUAL ARTS –
Sock Creatures
Activity:
*Make a sock creature.
Equipment:
Paper, pencils, markers, scissors, glue
*See below for some inspiration.
FUN FRIDAY FREE TIME
*Choose any activity that you enjoy and go and have fun!
You deserve it!
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*Tell someone 3 facts you found interesting about penguins.
VISUAL ARTS
* Draw a penguin.
Step by step instructions enlarged at the end of the unit.
VISUAL ARTS –
Newspaper Shark
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EXIT SLIP
*Tell someone in your household one thing you found difficult today.
Have you completed?
1. Letter to Santa 2. Spelling words 3. Division work 4. Penguin drawing
Equipment needed:
*light blue, dark blue, black & white paper OR colour white paper with crayons/markers
*newspaper *googly eyes or draw some eyes *scissors *glue
Steps:
Cut out shark face shape from newspaper.
You can make it skinny or wide, short or tall.
Glue shark face onto light blue paper.
Cut out ocean waves from the dark blue paper and glue to the bottom of the light blue paper, underneath the shark face.
Cut out a shark mouth and some teeth from the black and white paper.
Glue them onto shark face together with your eyes.
EXIT SLIP
*Tell someone in your household 3 shark facts you remember.
EXIT SLIP
*Tell someone in your household 2 adjectives to describe socks.
Have you completed?
1. Sock senses poem 2. Spelling alphabetical
order 3. Maths- number
combinations to 10 or 20
4. Sock picture.
EXIT SLIP
*Tell someone in your household one thing you enjoyed doing on Fun Friday.
Have you completed?
1. Gorilla writing 2. Spelling ck list and
or test 3. Staircase patterns 4. Handwriting Cc.
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Spelling list – Focus – “ck”
Practise your words: LOOK COVER WRITE CHECK
Year 1 Year 2
back pack
lock sock
duck luck
neck peck
tick sick Sight words -
one
some
many
want
love
snack cracker
speck wrecked
stick thick
clock pocket
truck bucket Sight words –
first
there
about
another
where
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Monday Tuesday Wednesday Thursday
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SO
CK
MO
NS
TE
R
A M
onste
r lives insid
e m
y house
.
I’ve
no id
ea w
here
.
But w
hen I
com
e to
get so
me
sock
s
there
’s neve
r quite a p
air.
There
’s a stripy one
, a spotty o
ne
and o
ne th
at’s red and
blue
.
There
’s a fluffy one, a scruffy
one
and o
ne th
at’s almost ne
w.
There
’s one
I lik
e to
wear in b
ed
and o
ne th
at’s good
for sp
ort.
There
’s one
that stre
tches up
my
leg
and o
ne th
at’s really sh
ort.
But no
ne th
at go to
geth
er.
So I
hope M
um ne
ver sp
ots
that h
iding
in my sch
ool sh
oes
are a p
air of m
ismatch
ed
sock
s.
I d
on’t k
now
what h
e d
oes w
ith
them
. Pe
rhap
s they’re
good to
eat.
Or m
aybe h
e h
as seve
n k
ids
who e
ach h
ave se
ven fe
et.
Thin
gs w
ere
bad
enoug
h …
But n
ow
I d
on’t k
now
what I
’ll
do.
That ch
eeky, sn
eak
y sock
monste
r
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Year 2 30/8/21
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Year 2 12/8/21
Year 2 31/8/21
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The Stages of the Life Cycle of a Chicken
Can you name the stages in the life cycle of a chicken?
1
All birds reproduce by laying eggs. Let's
look at the lifecycle of birds by looking at
the lifecycle of a chicken. 2
A female chicken called a hen lays fertilized
eggs in a nest the nest helps to protect the
eggs. 3
The hen sits on her eggs to keep them
warm.
4
An unhatched bird called an embryo gets all
the things it needs from inside the egg.
5
After about 21 days the young bird, called a
hatchling, will break out of the egg.
The hatchlings are wet when they first
hatch. 6
They soon dry and are covered in light and
fluffy feathers called down. They are called
chicks. 7
The hen cares for her chicks.
8
They will follow their mother and learn
how to find food,
9
stay safe
10
and survive by themselves.
11
After a few weeks the chicks grow larger
feathers. 12
These continue to grow over the next few
months until they have all their adult
feathers. 13
It takes about four months for a baby chick
to grow into an adult chicken.
14
By about six months the adult hens will lay
eggs and have young of their own. 15
And the life cycle repeats.
16
The Life Cycle of a Chicken
Write the stages of the life cycle of a chicken under each stage. Her are the words to use:
hen hatchling
chick egg
Chickens are the most common bird on earth.Chickens live in groups called flocks.There are about 60 breeds.Chickens eat worms, insects, seeds, grains, fruits, vegetables, and lots more.
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Chicken Life Cycle
What happens during the first stage of the chicken life cycle?EggThe hen lays an egg.Chicken eggs can be brown, white, blue, bluish green and pink.Only if the egg is fertilized by a cockerel, can it become a chick.The hen keeps the eggs warm by sitting on them.
1
What happens during the second stage of the chicken life cycle?ChickBaby chickens are called chicks.The chick hatches from an egg.It pecks a hole in the shell with its egg tooth.They are covered with tiny, soft, fluffy feathers called down to keep them warm.
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What happens during the third stage of the chicken life cycle?Hen or CockerelThe chick grows up and changes over time into a chicken.Chickens can live between 10 and 15 years.Chickens are raised for their meat and eggs.Female chickens are called hens and male chickens are called cockerels.Cockerels are bigger and more colourful than the hens. They do a little dance to impress the hens.Hens can lay around 300 eggs every year.
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Answer the questions below in full sentences.
1. What are the groups that chickens live in called?
2. How many breeds of chicken are there?
3. Name 2 things that chickens eat.
4. What colour can eggs be?
5. How do hens keep the eggs warm?
6. What are baby chickens called?
7. What does the chick do with its egg tooth?
8. How long do chickens live?
Questions about the Chicken Life Cycle
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Wellbeing Wednesday
We have re-named this upcoming Wednesday as ‘Wellbeing Wednesday’. We know that the learning
from home period has been challenging for everyone so we are encouraging you to consider your
wellbeing.
Our units of work still have learning activities provided for Wednesday for those still wanting to engage
with the content on the day. We will not be assigning any work for Wellbeing Wednesday on Google
Classrooms and instead, we encourage you to complete some of the activities on the table we have
created below.
Enjoy!
Take a photo
of something
that relaxes
you
Play
outside
Get a paper plate or
cut out a circle of
card from a cereal
box. What can you
make out of it?
Be Creative!
If you were a
Superhero, what
superpower would you
have? Draw yourself or
make up a comic strip.
Read a book
Design and make
your own board
game
Listen to some music
Draw a picture of your friend. Write down some things
you like about them. Send it to them.
Look out your window for 10 minutes and
write down everything you see
Draw some stars on a piece of paper. Colour them in, cut them out and award them to
