Surveyors Creek Public School Framework for teaching – Stage 1 Year 2, Term 2 Week 4 Below is a learning schedule. You need access to a digital device to complete the following activities. You may need help from a parent/carer. You are also able to access Mathletics and other websites that your teacher has given you access to. Complete all activities and write the date. Bring in your work on the day you attend school. Sauvage Sports House students attend on Monday. Freeman Sports House students attend on Tuesday. Rafter Sports House students attend on Wednesday. Thorpe Sports House students attend on Thursday. Spelling Words Week 4 Suffix s, ing, er, ful Prefix ‘un’ Extension Tricky words cake shop play mouth forget friend mean across read sing pain help unfriend waste undo mother game thank thought undone brother Monday 18/05/20 Tuesday 19/05/20 Wednesday 20/05/20 Thursday 21/05/20 Friday 22/05/20 COVID-19 PHASE 1 SAUVAGE FREEMAN RAFTER THORPE Task Estimate how many windows your house has. Check. How close was your estimate? Empty a drawer in your room and pack everything back neatly. Help a family member prepare dinner. Name the ingredients and condiments used. Help clean a room and help a family member with a few chores. Estimate how many doors your house has. Check. How close was your estimate? Morning English Log into Google Classroom. Look, cover, write and check your spelling words for today. Lesson 1: Over the next two lessons students will be publishing / typing their written works from week 2 (The importance of wearing a hat) on laptops using paragraphs to separate ideas rather than using the O, R, E, O template from lessons completed in week 2. Reinforce- We use this acronym to help us write ‘grown up’ expositions. English Log into Google Classroom. Look, cover, write and check your spelling words for today. Lesson 2: Publishing Students complete publishing their written works (The importance of wearing a hat) on laptops using paragraphs to separate ideas rather than O, R, E, O. Reinforce- We use this acronym to help us write ‘grown up’ expositions. Send to your teacher via Google Classroom / Seesaw or return it to her when you attend school. English Log into Google Classroom. Look, cover, write and check your spelling words for today. Lesson 3: Publishing Display and discuss the scenario presented on slide 29 of the Exploring Persuasive Texts PowerPoint (from week 2). Ask the students: Do you think the girl sounds very persuasive? Why or why not? Do you think the boy will be convinced not to litter in the playground? What might help the girl to persuade the boy to agree with her point of view? English Log into Google Classroom. Look, cover, write and check your spelling words for today. Lesson 4: Watch the ‘Hey, Little Ant’ video on YouTube. On a piece of paper, students record reasons that they hear in the story that support the ant’s opinion of NOT to get squished. If necessary, pause the video at pertinent points to assist the students with this process. After watching, encourage students to share their list of reasons and record these. Decide which are the three strongest reasons and English Log into Google Classroom. Lesson 5: Post Assessment Rewatch the Video ‘Hey, Little Ant’. Ask What did the boy want to do to the ant? Ask what the ant wanted. Students are to write an exposition of why the boy should not squish the ant. (Students will now be familiar with the term exposition and again, students need to write at least three reasons using ‘OREO’ format- why Ant should not get squished.
Transcript
Surveyors Creek Public School Framework for teaching – Stage 1 Year 2, Term 2 Week 4
Below is a learning schedule. You need access to a digital device to complete the following activities. You may need help from a parent/carer. You are also able to access Mathletics and other websites that your teacher has given you access to. Complete all activities and write the date. Bring in your work on the day you attend school. Sauvage Sports House students
attend on Monday. Freeman Sports House students attend on Tuesday. Rafter Sports House students attend on Wednesday. Thorpe Sports House students attend on Thursday.
Spelling Words Week 4 Suffix s, ing, er, ful Prefix ‘un’
Extension Tricky words
cake shop play mouth forget friend mean across read sing pain help unfriend waste undo mother game thank thought undone brother
Task Estimate how many windows your house has. Check. How close was your estimate?
Empty a drawer in your room and pack everything back neatly.
Help a family member prepare dinner. Name the ingredients and condiments used.
Help clean a room and help a family member with a few chores.
Estimate how many doors your house has. Check. How close was your estimate?
Morning English Log into Google Classroom.
Look, cover, write and check your spelling words for today.
Lesson 1: Over the next two lessons students will be publishing / typing their written works from week 2 (The importance of wearing a hat) on laptops using paragraphs to separate ideas rather than using the O, R, E, O template from lessons completed in week 2. Reinforce- We use this acronym to help us write ‘grown up’ expositions.
English Log into Google Classroom.
Look, cover, write and check your spelling words for today.
Lesson 2: Publishing Students complete publishing their written works (The importance of wearing a hat) on laptops using paragraphs to separate ideas rather than O, R, E, O. Reinforce- We use this acronym to help us write ‘grown up’ expositions. Send to your teacher via Google Classroom / Seesaw or return it to her when you attend school.
English Log into Google Classroom.
Look, cover, write and check your spelling words for today.
Lesson 3: Publishing Display and discuss the scenario presented on slide 29 of the Exploring Persuasive Texts PowerPoint (from week 2). Ask the students: Do you think the girl sounds very persuasive? Why or why not? Do you think the boy will be convinced not to litter in the playground? What might help the girl to persuade the boy to agree with her point of view?
English Log into Google Classroom.
Look, cover, write and check your spelling words for today.
Lesson 4: Watch the ‘Hey, Little Ant’ video on YouTube. On a piece of paper, students record reasons that they hear in the story that support the ant’s opinion of NOT to get squished. If necessary, pause the video at pertinent points to assist the students with this process. After watching, encourage students to share their list of reasons and record these. Decide which are the three strongest reasons and
English Log into Google Classroom. Lesson 5: Post Assessment Rewatch the Video ‘Hey, Little Ant’. Ask What did the boy want to do to the ant? Ask what the ant wanted. Students are to write an exposition of why the boy should not squish the ant. (Students will now be familiar with the term exposition and again, students need to write at least three reasons using ‘OREO’ format- why Ant should not get squished.
Display and discuss slide 28. Compare the building of a piece of text to the building of a house. Explain that, to build a strong house, you need to use strong materials. The same principle applies when writing a persuasive text: to build a strong opinion, you need to use strong words. Display slide 30 and discuss the alternate words that the girl could have used to express her opinion. Demonstrate how strong words can transform sentences, as outlined on slide 31. Use strong words to transform weak sentences into strong sentences for each of the examples on slides 32-34.
identify these accordingly e.g. circle the chosen arguments, number them, mark them with an asterisk. Students to write, three reasons as to why the Ant should not get squished using the OREO scaffold.
Handwriting: Complete page 43 and page 51
Break Break Break Break Break Break
Middle Mathematics: Addition and Subtraction Learning Intentions: I am learning to use combinations of ten to solve addition problems. Success Criteria: I can use friends of 10 I can use bridging to add I can look for ways to make 10. Warm Up: Combining Numbers to 10 Revise friends of 10 and finding combinations to 10 when adding 3 or more digits. Watch the video: https://www.youtube.com/watch?v=RLiwP_hxdQc Task: Bridging to 10 using counters Make a pile of 9 counters and a pile of 3 counters. Ask students how many counters there are altogether. Students must explain how they worked out the answer. Demonstrate bridging to 10 using the counters. Other examples 9 + 5, 8 + 6, 7 + 4 Bridging to 10 game Watch the video: https://www.youtube.com/watch?v=RiFRb_Uoa3U Complete Worksheet
Mathematics: Addition and Subtraction Learning Intentions: I am learning to use doubles to solve addition problems. Success Criteria: I can add using doubles I can look for numbers that are near doubles. Warm Up: Rabbits’ ears Instruct the students to make two fists and rest them on their heads, so that their hands are out of their direct line of sight. Ask the students to raise a given number of fingers on each hand and to add them together. Watch the video: https://www.youtube.com/watch?v=x3hIOBCKwL0 Task: Doubles Record double number combinations to 20 on board. Students record these in their Maths book. Doubles plus 1 Join two equal groups of Unifix blocks to show a double fact, such as 5 + 5. Add one block to the second group of blocks. Ask the students to state the total and record the new number sentence. E.g. 5 + 5 + 1 = 11. Separate the two groups again and remove the block just
Mathematics: Addition and Subtraction
Learning Intentions: I am learning to use doubles to
solve addition problems.
Success Criteria: I can add using doubles I can look for numbers that are
near doubles.
Warm Up: Double Match Students are each given a card either an answer or a question. E.g. 4 + 4 or 8. Students have to walk around the room and find their partner. Watch the video: https://www.youtube.com/watch?v=SH05IyHGGV0&list=PLOTAywfr_uZNRu5HD8pzypPUW41HkFYlL Task: Doubles plus one bingo Provide the students with a bingo board displaying a 4x4 grid. Ask the students to place the numbers 5, 7, 9, 11, 13, 15, 17 and 19 randomly into the squares of the grid. Each number will need to be written twice. Call out doubles plus one fact, for example 6 + 7, 9 + 10, in random order. The students determine the answer and place a counter onto the bingo board if they are able to match a numeral to the answer. The first player to complete a line of four counters in any direction is the winner.
Mathematics: Addition and Subtraction
Learning Intentions: I am learning to use addition
facts to solve subtraction problems.
Success Criteria: I can use addition facts to solve
subtraction problems. Warm Up: Circle Champion Roll 2 dice. Students have to
add the 2 numbers together. Fastest with the right answer continues to the next person.
Watch the video:
https://www.youtube.com/watch?v=aK3FKEZJKec
Task: Addition and Subtraction Facts
Show examples of turning addition into subtraction and the relationship between them.
Complete Worksheet Counters grab Students are given 10 counters
of 2 different colours. Students grab a small pile and write an addition sentence. E.g. 3 red, 4 yellow is 3 + 4 = 7.
Students then need to write another addition sentence and 2 subtraction sentences.
E.g. 3+4 =7, 4+3-7, 7-4=4, 7-3=4
Mathematics: Addition and Subtraction
Learning Intentions:
I am learning to count back as a handy strategy to use when we only have to subtract a small number. Number lines can help us do this. Success Criteria: I can use number lines to count back.
Warm Up: Watch the video:
https://www.youtube.com/watch?v=SZy2abGiCpQ Task: Counting back is a handy strategy to use when we only have to subtract a small number. Number lines can help us do this.
Play these online word number games: https://au.ixl.com/math/year-2/write-the-subtraction-sentence-up-to-18 https://au.ixl.com/math/year-2/write-the-subtraction-sentence-up-to-18
Mathematics: Data Learning Intentions: I am learning to I am learning how to create and interpret picture graphs. Success Criteria: I can create a picture graph. I can collect information from a picture graph. Watch the video: https://www.youtube.com/watch?v=GWoya4T37PU
Task: Eye Colour Students colour in a picture of an eye in the colour of their own eyes. The class them makes a picture graph using the eyes. Discuss features of the graph. An eye is representing 1 person. Possible questions: What colour is most common? Are there groups that are the same? What colour is least common? Complete task
joined. Place it above the second group. Discuss the number combination now formed for example: 5 + 5 + 1 = 5 + 6. Explore other doubles plus one combination. Students use unifix cubes and record in maths books. Watch the video: https://www.youtube.com/watch?v=a4FXl4zb3E4
Complete Worksheet Mathematics: Data Learning Intentions: I am learning to I am learning how to create and interpret picture graphs. Success Criteria: I can create a picture graph. I can collect information from a picture graph. Watch the video: https://www.youtube.com/watch?v=CSQ3EHkFQqw
Task: Jelly Beans As a class student examine a packet of jelly beans or similar product (be aware of allergies) and create a class picture graph representing the jelly beans. Students can draw the picture graph in their books. Student then enjoy the jelly beans as a class. Complete task
Watch the video: https://www.youtube.com/watch?v=wCKMj_ptqAw Complete Worksheet Watch the video: https://www.youtube.com/watch?v=27vIhfjRtCw Mathematics: Data
Learning Intentions: I am learning how to create and interpret column graphs. Success Criteria: I can create a column graph. I can collect information from a column graph. Watch the video: https://www.youtube.com/watch?v=sUYaBS74uHA Task: Column Graph Smarties Each student is given a fun size packet of smarties or similar product (be aware of allergies) and arranges them into columns according to colour. Students then draw a column graph in their maths books to represent the smarties. They are then allowed to eat them. Students create their own questions about the column graph Column graph
Watch the video:
https://www.youtube.com/watch?v=9IhZDEffyTk Mathematics: Data Learning Intentions: I am learning to how to create and interpret picture graphs. Success Criteria: I can collect data. I can use tally marks. Watch the video: https://www.youtube.com/watch?v=VixQ-tv3kr0 Task: Collecting data and using Tally Marks Watch the video: https://www.youtube.com/watch?v=BTH4GOyQR34 Explain how tally marks are made in groups of 5. Remind students how data is collected and tallied in a table Worksheet- students choose their own topic for data collection with three possible answers and survey 10 classmates. Extension- Create a column graph with the data collected. Watch the video: https://www.youtube.com/watch?v=qP6lADOtEF8
Break Break Break Break Break Break Afternoon History
Lesson 4 WALT: Identify the changes to places over time Task- See Monday afternoon activity page for Lesson plan and worksheets Wellbeing Lesson WALT: identify the things that make us feel happy, proud, grateful and calm. Task- See Monday afternoon activity page for Lesson plan and worksheets
PDHPE Who do I trust? Lesson 4: Task- See Tuesday afternoon activity page for Lesson plan and worksheets Sport lesson Episode 2 https://app.education.nsw.gov.au/sport/participation/getactive
Creative Arts Dance Lesson 4: Task- See Wednesday afternoon activity page for Lesson plan and worksheets Wellbeing Lesson WALT: Identify that our actions can make other people feel happy or sad. Task- See Wednesday afternoon activity page for Lesson plan and worksheets
Creative Arts Music Lesson 4: (Soft, loud, fast and slow sounds) ‘My Name is Joe’. Task- See Thursday afternoon activity page for Lesson plan and worksheets Library
Log in to your library google classroom
- see Thursday afternoon page for lesson.
Science & Technology See Friday afternoon activity page for Lesson plan and worksheets
Write three sentences in your homework book using your spelling words.
Look for numbers that add to 10 to solve the addition questions.
Session One
Addition and Subtraction I am learning to use combinations of ten to solve addition problems
Write out your friends of ten + = 10 + = 10 + = 10 + = 10 + = 10 + = 10 + = 10 + _ = 10 + = 10
Give each student a card. Students have to go around the room and find their partner e..g 4+ 4= 8. Challenge - Do the activity in silence or only give 3 minutes to find partner etc.
Fast Finisher Activity What you need: 10 red counters, 10 yellow counters What to do: Mix up the counters. Without looking, take a handful and work out the addition and subtraction facts you can make with the counters you have chosen. Record the 4 set of facts
I
to
Use the class eye colour picture graph to record the class eye colours. Draw one eye in each box
Blue Green Brown Hazel What colour is the most common?
What colour is the least common?
Are there any colours that are the same? ___________________
How many people have blue eyes?
How many people were surveyed? _______________________________
Data I am learning to collect, check and classify data.
Extension- Draw your own column graph with this data.
Addition and Subtraction
I am learning to count back when I have to subtract a small number. Number lines help me do this.
Monday Afternoon History Lesson 4 High Street – church, terraces, changes, Combewood house Show students an image of High Street, Penrith as it is today. Discussion; have students been to High Street before? Where have they been on High Street? Task: Look at pictures of High Street from the past and compare them to what it looks like today. Discuss and brainstorm differences
● How has High Street changed from then to now? ● Why do you think the buildings were built and created in the first place? ● What is its use and purpose now? ● What aspects of the past can you see today? ● Has it changed much over the years?
Using an iPad or a laptop, students use the search engine Google to look up High Street, Penrith ‘then and now’ to see what other changes they notice. Students to complete ‘Venn Diagram’ worksheet. Wellbeing Lesson Learning Intention: We are learning to identify the things that make us feel happy, proud, grateful and calm. Task: Draw and label at least two pictures in each box on the wellbeing worksheet provided. The boxes include things that make me feel happy, things that make me feel proud, things that make me feel grateful and things that make me feel calm.
Tuesday Afternoon PDHPE Lesson 4- Who do I trust? Introduction: Discuss with students the term ‘trust’ and ‘stranger’ and discuss what these terms mean. Discuss what people we trust and what relationships we have with them. Connect discussion with previous lessons surrounding ‘safe and unsafe situation’ and ‘emotions and feelings’. Task (20 mins): Read one or more or the following scenarios. Thelma was in Kindergarten. One day when her class was in the library Thelma ’s teacher asked for someone to do a job. She needed someone to carry the special gold stickers back to the classroom and put them on her desk. The teacher chose Thelma because she knew she could trust Thelma to do this special job. Leo was six years old. One day he found a ten dollar note. He took it home and told his family. They decided that they would keep the money for a week to see if they could find out who had lost it. If they couldn’t find out who lost the money, then Leo could keep the money. Leo gave the money to his stepdad because he knew he could trust his stepdad to look after it. Alinta and Julian were good friends. They played together at playgroup. One day Alinta brought in a very special toy that she had been given for her birthday. Alinta didn’t want anyone to touch it because it was very special, but she let her friend Julian have a turn of her toy because Alinta knew she could trust Julian to look after it. Discussion based on the following questions: • What is trust? (Trust is believing in another person to do the right thing. We have YES feelings about someone we trust.) • Why did the teacher (Leo/ Alinta) trust the other person?
• When can we trust other people? (When we know them, and we believe they will do the right thing and we have a YES feeling about them.) • Can you trust everyone you know? Why not? Teacher Note: Trusting relationships are based on shared, prior experiences which form the basis for trust i.e. you cannot trust strangers as you do not as yet have a relationship with them. Inform students that sometimes people we care about can break our trust. Read one or more of the following - What if? situations: • What if Thelma put the stickers in her bag to take home instead of on the teacher’s desk? • What if Leo’s stepdad spent the ten dollars he was supposed to look after? • What if Julian played roughly with Alinta’s toy and scratched it? Discussion based on the following questions: • How might the teacher (Leo/ Alinta) feel when their trust was broken? (Sad, mixed up, hurt feelings and thinking.) • Why might they feel like that? (It can be hard to understand when someone you care for gives you NO feelings.) • What body signals might the teacher (Leo/ Alinta) get with these feelings? (Tight stomach, hot face, watery eyes) • What could the teacher (Leo/ Alinta) do about their feelings and body signals? (TELL or talk to someone about how they feel). Conclusion (10 mins): Refer to ‘5 on your hand’ and encourage ss to think of five people they trust. Discuss with students what feelings we have around ‘people we know’ compared to ‘strangers’, refer to ‘mixed-up’ feelings students may have around people they do not know. PE - Lesson 2 https://app.education.nsw.gov.au/sport/participation/getactive Wednesday Afternoon – CAPA – Dance Lesson 4- Explain to students just like in Just Dance, we can see dancers use a range of movements, but they organise them into a sequence to remember. Today, we will be making our own 8 step dance sequence. Dancers put numbers to time their music (this is also known as a 4/4 time signature). First we want to be able to keep a ‘count’ Lets count this together (1, 2, 3, 4, 5, 6, 7, 8). We are going to repeat a non-locomotive movement for the count of 8 beats. E.g. jumping on each count. Next, our next sequence of 8 we can use a range of locomotive and non-locomotive movements. Can you think of something? It can’t be more than the count of 8? Practice the two lots of 8 dance steps a few times then put to music. Review – Were you in time with the music? Did you movements work to the music? Do you need to change any of the sequence to make to dance smoother?
Wellbeing Learning Intention: We are learning to identify that our actions can make other people feel happy or sad. Task: − Read the book “Have You Filled a Bucket Today?” by Carol McCloud.
https://www.youtube.com/watch?v=3EuemNAo6XE − Complete the two worksheets provided. On the first worksheet you will draw a picture and write about
how you feel when your bucket is full. On the second worksheet you will be writing or drawing what bucket fillers do and what bucket dippers do.
Thursday Afternoon CAPA- Music Week 4: (Soft, loud, fast and slow sounds) ‘My Name is Joe’. - Repeat the chant and have students join in the ‘My Name is Joe…’ line each time it occurs. - Create actions to accompany the chant. Emphasise the word “smooth” with a body movement. - Have students in small groups experiment with different ways of presenting the chant – eg softly, loudly, whispered. - Have students experiment with different members of the group leading the chant and body percussion accompaniment. Resources The Board’s website (http://www.boardofstudies.nsw.edu.au) YouTube ( My name is Joe) https://www.youtube.com/watch?time_continue=2&v=YyLCFimSMzI&feature=emb_logo Library Lesson 4 Students are to log in to their library google classroom – through their student portals – google classroom – library. Alison Lester is a famous Australian Author. She writes book to entertain us. What part of the Library would you find them? Picture Books (Fiction) or Information (Non-Fiction) Books? Visit her website and listen to a story. https://www.instagram.com/alisonlesterbooks/ What do you notice about most of her characters in her stories? Parents need to register at alia.org.au/nss for National Simultaneous Storytime on Wednesday 27th May at 11am Friday Afternoon Science
LESSON 4 Bending and Twisting Learning Intention To identify and change materials through bending and twisting. It is important to understand how materials change when different methods are applied to them. Success Criteria I can identify if a material can be bent or twisted.
LEARNING EXPERIENCES – (Lessons can be broken up into sessions do not have to be completed in one block) Introduction 1. Give students a describing word from last lesson such as hard and get students to tell you an object that would fit that category. Body 2. “Today, we are going to investigate materials that we can bend or twist.” 3. Students use their hands to demonstrate the action that they would need to perform to bend an object. 4. Students use their hands to demonstrate the action that they would need to perform to twist an object. 5. Explain that they are going to investigate what materials we can bend or twist. 6. Read through the Experiment: Lesson 4 – Changing Shape. 7. Provide students with the Worksheet: Lesson 4 – Changing Shape 8. Direct students’ attention to the first item on the worksheet, a towel.
RESOURCES Experiment: Lesson 4 – Changing Shape –
(If you have multiple of each experiment item, students can test items in groups. If you have only one of each item, conduct the testing as a class.)
Ask - can think of a word to describe the towel. 9. Tell students that, as scientists, before they can test the paper, they need to make a best guess on whether or not they believe the towel will bend and if the towel will twist. Ask students to make a best guess whether or not the towel will bend or/and twist. 10. Test the towel. Test whether the towel will bend or not. 11. record the results by colouring in the column, “Does it bend?” 12. Repeat the process to record the results in the column, “Does it twist?” 13. Repeat steps 9-12 for materials 2-6. Conclusion “Today, we investigated materials that bend and twist.” Discuss any other materials that students would like to test. Are there any materials students would like to test to find out whether or not the materials can bend or twist?
