framework for teaching year 3 term 4 week 1

Framework for Teaching – Year 3 Term 4 Week 1

Online and offline activities to support student learning at home

Breaks The framework does not mention break times however, we recommend regular breaks for all students such as a ‘Fruit & Reboot’ break, morning tea break, lunch break and some movement and mindfulness breaks.

Suggested Movement Breaks Suggested Mindfulness Breaks Do a movement break

1. Go to gonoodle.com

2. Click on ‘Channels’

3. Click on ‘Show All’

4. Choose a channel to click on and then choose a video to watch/follow

Do a mindfulness activity

1. Go to gonoodle.com

2. Click on ‘Channels’

3. Click on ‘Show All’

4. Choose the ‘Flow’ or ‘Think About it’ channel and then choose a video to watch/follow

Alternative mindfulness activity

Mindful breathing Alternative mindfulness activity

Listen to music Alternative mindfulness activity

Squeezing muscles Alternative mindfulness activity Sun meditation

Close your eyes and think about your Focus on the sound of just one instrument – Starting at your toes, pick one muscle and Close your eyes and think about the warmth breathing. the drums are a great one to start with. squeeze it tight. of the sun and the feeling of the sun’s rays on Breathe in through your mouth and out of Inside alternative: Count to five. your skin. your nose. Lie down on your bedroom floor with the Release, and notice how your body changes. Allow the warmth to spread to your muscles, Can you feel the air coming into your mouth? door shut and your eyes closed. Repeat exercise moving up your body. joints and bones. Can you feel it coming out of your nose? Inside alternative: Think about the journey the light and heat What does it feel like? Find a cool dark space you are allowed to be have made to come and warm you.

Can you feel the rise and fall of your chest or in to do this activity. Think about the glowing energy of the sun. stomach? Inside alternative: If you can’t feel anything, place your hand on Find a sunny spot on the floor and sit there to

your stomach and notice how your hand do this activity

gently rises and falls with your breath.

Remind yourself that trees release the

oxygen we inhale and absorb the carbon You might like to colour the mindful colouring dioxide we exhale. sheets attached to the framework. As we breathe, we are borrowing air before

returning it to nature

Inside alternative:

Sit near an open window.

https://www.gonoodle.com/

https://www.gonoodle.com/

Must Do vs Can Do and Turn it in Tasks “Must do” tasks are those that the grade teachers deem as core learning for that day/week and take priority over other tasks.

“Can do” tasks fit with the teaching/learning themes of the week and are offered for those families/students who are looking for more experiences, but it is not

essential that these are completed.

“Turn In” tasks are the examples of your child’s learning and achievements that the teachers would like “turned in” uploaded or sent to them. These are indicated

on the framework with the wording Turn it in highlighted in yellow and by the Google Classroom icon.

Please note that we are catering for a wide variety of students and Learning from Home circumstances. Children work at different paces and families have different

“Learning from Home” routines. Distinguishing between the work in the way described above attempts to cater for these differences.

Zoom

Year 3 Zoom sessions will be held 3 days per week. Your class teacher will let you know your schedule in your Google Classroom at the start

of each week. Always check your Google classroom for your Zoom days.

Remember to bring a book and pencil to the Zoom and remember our Zoom expectations.

Monday Tuesday Wednesday Thursday Friday

Turn it in

Tasks

PUBLIC HOLIDAY No turn in Task English: Writing Maths – Telling the Time English – The Amazing Race

MUST DO LEARNING

English: Shared Reading Must Do Task:

Comprehension

Think about what the National

Geographic Society is. You might

recognise the magazine, but what

do they actually do?:

“The National Geographic Society

English: Reading Must Do Task:

National Geographic Multi-media

text

Yesterday, you read the transcript

for the National Geographic

Explorers video and drew a

visualisation of it.

English: Reading Must Do Task:

Word Study

Look at the transcript worksheet

from the National Geographic video

from Monday’s lesson.

Circle any words in this text that

have similar meanings to

English: Grammar

Contractions

To ‘contract’ means to make things

smaller.

When we make contractions with words, we are making shortcuts using an apostrophe. e.g. can not = can’t

uses the power of science,

exploration, education and

storytelling to illuminate and

protect the wonder of our world.”

Discuss what this means with an

adult if possible before completing

the tasks below.

1. Read the transcript

worksheet from the

National Geographic video.

(This text shows all the

spoken words from a video

about National Geographic

Explorers.)

2. Underline the key words

that stand out to you the

most.

3. What is a hijab? Write the

definition at the bottom of

the worksheet.

The images that you can see on

your ‘brain TV’ as you listen are

called visualisations.

These visualisations help us to

connect to the text and understand

more deeply.

4. Complete the

‘Visualisation’ worksheet,

based on what you read in

the transcript.

Watch the video now and see if

your visualisation was close to any

of the imagery in the clip!

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

=IwJu0I9HV8g

Answer the questions about

adventure on the worksheet

provided.

‘explore’.

Select one of the words that you

circled and complete a ‘word bust’ -

Look at the Word Bust Example

worksheet to guide you. Bust your

word in as many ways as you can!

It is = it’s Would not = wouldn’t We usually do this when we speak, but also when writing informal (more relaxed) pieces of writing, for example, diary entries.

Look at the transcript worksheet

from the National Geographic video

from Monday’s lesson again and

use a coloured pencil to underline

contractions.

Use the contractions that you found

to write your own sentences

relating to ‘adventure’ and

‘exploring’.

https://www.youtube.com/watch?v=IwJu0I9HV8g

https://www.youtube.com/watch?v=IwJu0I9HV8g

MUST DO LEARNING

English: Writing

Must Do task:

*Spend 5 minutes reflecting on

the past 2 weeks of holidays.

*Use note taking and key words

to record your experiences.

*Now use your key words and

notes to write a recount of your

holidays.

(You may like to focus on one

special occasion.)

Remember to use:

*interesting word choices

*punctuation

*compound/complex sentences

*correct spelling

*adjectives and adverbs

*editing skills

Must Do task: Your teacher has set you an

assignment (a task) to complete

in Reading Eggs or Reading

Eggspress. When you login to

Reading Eggs

https://readingeggs.com.au the

assignment should pop up on

your screen.

If it does not pop up on the

screen, please check Reading

Eggspress as it may be set there.

After you have completed the

task, you can return to your

current Reading Eggs/Eggspress

lesson level.

English: Writing Must Do task:

Turn in Task

Think about an adventure you have

been on. This can be as simple as a

bush walk or as big as an overseas

trip.

Answer the text-to-self connection

questions on the Adventure Writing

worksheet provided.

Remember to use:

*interesting word choices

*personal pronoun (I . . . . .)

*punctuation

*compound/complex sentences

*correct spelling

*adjectives and adverbs

*editing skills


Synonyms are words that have

similar meanings.

Record a list of adjectives related

to adventures in your workbook.

Write synonyms for the adjectives

you have chosen.

You will use these words in

your narrative writing tasks

this term.


Turn in Task Today you will be going on an ‘Amazing Race’. You will need to collect objects to complete an adventure race. Your goal is to use your senses and your thinking skills to unlock the answers. At the conclusion of your ‘Amazing Race’, you must submit your Response Sheet to your teacher who will give you an ‘ADVENTURE’ word. This word must be used in your narrative writing this term. Use the ‘Amazing Race’ instructions and response sheets to complete your activity. Safe Adventuring and Good Luck AMAZING RACERS!

https://readingeggs.com.au/

MUST DO LEARNING

Maths: Whole Number

Must Do task:

LI: To represent numbers of up to

four digits using objects, words and

numerals.

Launch:

Play place value celebrity heads to

warm up. Choose a 4 digit number

and ask questions that will help you

find it out eg Is my thousands place

larger than a 2?

What numbers can you make using

6, 4, 5 and 8? List all the

possibilities.

Explore:

Roll a dice 4 times to choose your

numbers. Write your 4 digit number

on the Number of the Day

worksheet.

Extending prompts:

Can you complete the Number of

the Day worksheet with a 5 digit

number?

Maths: Whole Number Must Do task: L I: To arrange numbers of up to

four digits in ascending and

descending order

Launch:

Place these 4 digit numbers in

ascending order.

Place these 4 digit numbers in

descending order.

Explore:

Play Place Value Wars

Play this game with Uno cards or a

classic deck with face cards

removed. Each player has 4 piles

and lays down the top card from

Maths: Time Must Do task:

Turn it in L.I: To understand that the two

hands on a clock have a different

purpose and that each hand tells us

something different.

Launch:

Play Telling the time

https://mathsframe.co.uk/en/reso

urces/resource/116/telling-the-

time

Explore:

Can you help Mrs Terrey with

Telling the Time?

https://youtu.be/IwqooGJPUII

Complete the first 2 activities about

Professor Pike Lafayette Braddock

Esquire's new pocket watch. Telling

the Time.

For anyone feeling like a challenge –

complete the 3rd activity.

Maths: Time

Must Do task:

L.I To understand that the two

hands on a clock have a different

purpose and that each hand tells us

something different.

Launch: Play Telling the time in words https://mathsframe.co.uk/en/resources/resource/117/telling-the-time-in-words Explore:

There are two different activities to

complete. What is the Time? has

analog clocks only and The Time

Is... has a mix of analog and digital.

You can complete both or choose

one. If you like a challenge I would

try the The Time Is....

Can you put the mixed-up times in

order? Cut and paste them and

arrange them in a circle.

https://mathsframe.co.uk/en/resources/resource/116/telling-the-time



https://youtu.be/IwqooGJPUII

https://mathsframe.co.uk/en/resources/resource/117/telling-the-time-in-words



each. The players say the resulting

numbers out loud (e.g. “five

hundred and thirty”) and the player

with the highest number wins. In

the above picture the 621 would

win as it is larger than 530.

Record your numbers on the Place

Value Wars score card.

MUST DO LEARNING Science

Must Do task:

Classification of Living Things

In this lesson, students will be

introduced to the characteristics of

living things through the video

‘Breaking News.’ The students will

choose an animal or plant to

research and explain why it is a

living thing. View the stimulus video: Breaking

News

https://www.inquisitive.com/video/

1310-breaking-news (a news story about an inhabitable

planet- Planet Zog being

discovered. There are no living

things currently living there so

scientists are asking for applications

to live there.) Look at the Science worksheets to

complete the next parts of the

lesson.

After viewing the stimulus video:

Breaking News, read an

earthworm’s application form to

apply to live on Planet Zog. He has

put some of his answers in the

wrong place. What has he done

wrong?

Using these website links: https://www.sciencekids.co.nz/scie

ncefacts/animals.html

https://www.natgeokids.com/uk/ca

tegory/discover/animals/

Handwriting

Must Do task: Complete the next 2 pages in your handwriting textbook. Please do not complete more than 2 pages! Remember to write using clearly formed joined letters, of consistent size, slope and spacing.

Creative Art Egg Carton Animal Portraits/ Design

and create activity.

Free/creative expression to

create an animal sculpture.

You will need:

Egg cartons, paint, glue, backing

board/cardboard.

Students choose an animal

character from an adventure

story.

Design and create.

PBL We will be zooming with Mrs Parker to talk about this task. Must Do task:

We are continuing our research, looking at our chosen neighbouring countries. You are to complete the next page in your research booklet.

• Is your country close to the equator?

• What is the climate in your country?

• What is commonly used for transportation?

• What does traditional clothing in your country look like?

Catch Up time

Use this time to catch up on any tasks you didn’t get to earlier this week. Make sure you have turned in all the Turn in Tasks for the week.

Or find something you would like to do.

https://www.inquisitive.com/video/1310-breaking-news

https://www.inquisitive.com/video/1310-breaking-news

https://www.sciencekids.co.nz/sciencefacts/animals.html

https://www.sciencekids.co.nz/sciencefacts/animals.html

https://www.natgeokids.com/uk/category/discover/animals/

https://www.natgeokids.com/uk/category/discover/animals/

https://www.softschools.com/facts

/plants/

https://www.sciencekids.co.nz/scie

ncefacts/plants.html

Choose a living thing and complete

an application form for it to live on

Planet Zog. Show your application

form to someone else and can they

tick off the following statements?

• Each part of the

application form has been

filled out.

• The applicant has

explained clearly how it

demonstrates

• the four characteristics of

living things.

• I agree that this applicant

is a living thing and should

be accepted onto Planet

Zog. Find an image of their chosen living

thing. Complete a labelled scientific

drawing. Remember they should be

ABCDE (Accurate, Big, Colourful,

Detailed, Explained.)

You will find the activity sheets to

accompany this lesson in the

worksheets section.

Click on the link below and

follow the steps to making your

animal portraits

https://www.instagram.com/tv/

CBVJV8xnCa8/

https://www.softschools.com/facts/plants/

https://www.softschools.com/facts/plants/

https://www.sciencekids.co.nz/sciencefacts/plants.html

https://www.sciencekids.co.nz/sciencefacts/plants.html

https://www.instagram.com/tv/CBVJV8xnCa8/

https://www.instagram.com/tv/CBVJV8xnCa8/

CAN DO LEARNING

Sport

Complete the attached Flip a Coin

workout. Feel free to increase or

decrease the repetitions to suit

your fitness level.

Wellbeing Wednesday Lesson 17-Solving Problems

Objective:

The students will learn how to:

• Recall the first Problem-Solving Step

• Identify and state a problem in response to scenarios

• Identify blaming language in response to scenarios

Look at the attached second step discussion photo.

Travis thinks Leo is hogging

the swing, but Leo got there

first. They have a problem.

1.Watch the video below

https://www.youtube.com

/watch?v=8evQfBeB1OQ

2.Discuss with a family

member what they could

do to solve their problem.

3.Complete the handout

Identifying blaming words

activity.

Assembly Time

School Assembly & Talent Quest

School Assembly, including Mr Moran’s talent quest items – 30 minutes See the video in the stream of our Google Classroom uploaded today. For more information about the talent quest join Google Classroom Newport Virtual Talent Quest - 2q4ynbz

BTN

Watch this week's episode of BTN https://www.abc.net.au/btn/cla s sroom/

Challenge yourself and complete the quiz.

https://www.youtube.com/watch?v=8evQfBeB1OQ

https://www.youtube.com/watch?v=8evQfBeB1OQ

https://www.abc.net.au/btn/classroom/



Tuesday Worksheets

Transcript: This is what a National Geographic Explorer looks like

If I was an explorer

If I was an explorer, I would wake up, put on my gear, put on my hijab, my

binoculars, my hat

I would take my tools to investigate

I would put on my space suit and shoot off to the stars.

If I was an explorer, I’d climb into a rocket

I’d fly to the sun

I like to go to the places that most people don’t usually go to

To explore my city.

I’d tell stories to the world with my photos and videos of my experiences, my

discoveries

I’d go to the depths of space; the bottom of the ocean.

If I was an explorer, I wouldn’t care about getting dirty

I would discover and analyse different things that have never been seen before

I’d discover new species

I’d find a cure for cancer.

I would take my findings back to the lab to build new things and create new

things

I’d recycle our trash to build buildings and make the world a better place.

Being an explorer is all about understanding this world better

To show the world a different way of seeing

To venture into uncharted territory.

My name is Arthur Huang

My name is Hannah Reyes Morales

My name is Dominique Goncalves

And this is what an explorer looks like.

Visualisation

We are learning to make visualisations about what we hear or read.

Name: _________________________________

Listen to the words in the text and create pictures on

your ‘brain TV’ to go with the words. This can help you to make deeper connections

with the text.

Think: I’m picturing… I can imagine… I can see…

I can feel… I can taste… I can smell… I can hear…

I heard the words…

and this image came to my mind

My Brain TV

Number of the Day Today’s number is:

1

15

3 9

4 10

5 11

6 12

7 13

8 14

2

Write it in words

Write a word story for it

Round it to the nearest 10 Add 100 to it

Round it to the nearest 100 Subtract 100 from it

Number after it Double it

Number before it Expand it

Add 10 to it Times it by 10

Subtract 10 from it Times it by 100

Draw it in place value materials

2

Unit 1 Classification of Living Things Lesson 1 Living Things

Year 3 / 4 Biological Sciences Living World © Inquisitive Pty Ltd.

Watch the video Breaking News.

An earthworm has filled out the application form to apply to live on Planet Zog. However, he has put some of his answers in the wrong place! Can you work out what he has done wrong?

Think, pair, share your thoughts.

2

3

Application form to live on Planet Zog

Name of applicant: Earthworm

Do you grow and change? Yes

Explain: I don ’ t l i ke br igh t l i gh t so on sunny days ,

I respond by s tay ing underground .

Do you need energy? Yes

Explain: I was o l d enough to have my own bab ies

at j us t 60 days o l d . They hatch from eggs .

Do you reproduce? Yes

Explain: Even though I s tar t off sma l l I can grow

up to 30 cm.

Do you respond to your environment? Yes

Explain: I get my energy by eat ing manure and

decompos ing plants.

An interesting fact about me: I have no ears bu t my body can sense the v ibra t i ons of o ther an ima ls mov ing nearby .

3



Living things need your help! Using the research links from your teacher, choose a living thing and complete an application form for it to live on Planet Zog.

4

Application form to live on Planet Zog

Name of applicant:

Do you grow and change?

Explain:

Do you need energy?

Explain:

Do you reproduce?

Explain:

Do you respond to your environment?

Explain:

An interesting fact about me:

4



Swap application forms with a partner. Read through your partner’s application form and respond to the following statements.

Each part of the application form has been filled out.

The applicant has explained clearly how it demonstrates the four characteristics of living things.

I agree that this applicant is a living thing and should be accepted onto Planet Zog.

Signed:

Find an image of your chosen living thing. Use it to complete a labelled scientific drawing. You could use your drawings to make a class display of Planet Zog.

5

6

FLIP A COIN FITNESS

Flip a coin. Whichever side it lands on will tell you which activity

to do. Complete each day.

ROUND HEADS TAILS

1 10 Tuck jumps

1 minute Plank

2 10 Push ups

40 High knees

3 10 Lunges

each side

Wall sit for 1

minute

4 10 Sit ups

20 Squats

5 30 seconds run on spot

20 Frog jumps

6 50 Star jumps 30 seconds Down dog

7 10 Burpees

20 Side to side jumps

Wednesday Worksheets

Adventure

How do the people in the video feel about adventure? What clues make you think this? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an adventure? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Where can adventures take you? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an explorer? __________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________ What types of adventures are there? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Adventure Writing Task

1. I think that being adventurous means...

___________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________

2. What sorts of adventures can you go on in your area?

__________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

3. The most adventurous thing I’ve ever done was...

___________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Place Value War Score Card

Name

Name

TH

H

T

O

TH

H

T

O

If your number is the larger one each round, put a tick next to it so at the end you can count how many ticks each player has to determine the WINNER!

Wednesday second Step discussion Photo

Directions1. Listen to your teacher read the scenario and the blaming statements.2. Keep track of the number of blaming words on your fingers as you hear them.3. Write the blaming words in the space provided.

Scenario Blaming Statements Blaming WordsTravis and Leo are arguing over the swing.

Travis:“You’re always hogging the swing!”

Leo:“I never get to swing by myself because of you.”

always, never, because of you

Debbie and Tabitha are arguing about who gets to go first on the slide.

Debbie:“You never let anyone else go first on the slide.”

Tabitha:“You’re always bossing people around and getting your way!”

Charles and Sam are arguing about what to do after knocking over the teacher’s planter.

Charles:“You made me do it! You bumped into me on purpose.”

Sam:“You’re always getting in my way! You never make room for others.”

Grade 3, Unit 4 Lesson 17: Solving Problems, Part 1Handout

Page 72 Second Step: Skills for Social and Academic Success © 2011 Committee for Children

Read to your self or a family member

Thursday Worksheets

Word Bust Example

Telling the Time in Blocks of 5 Minutes Professor Pike Lafayette Braddock Esquire has a new pocket watch, but he needs help to know what time it is.

5 minutes to 10

15.

10 minutes past 8

16.

20 minutes to 11

17.

5 minutes past 7

18.

25 minutes past 4 25 minutes to 9 15 minutes (quarter to) to 1

15 minutes past (quarter past) 9

The hands of the professor’s pocket watch have fallen off! Draw them on so he knows what time it is.

5. 4. 3. 2. 1.

6. 7. 8. 9. 10.

11. 12. 13. 14.

Telling the Time in Blocks of 5 Minutes

Extensive Activity Professor Pike’s pocket watch never tells the correct time!

Write down what the watch says if the real time was:

20 minutes to 10

1. 5 minutes slow 2. 15 minutes fast

3. 10 minutes slow

4. 20 minutes fast

5. 15 minutes slow

6. 25 minutes fast

Friday Worksheets

Friday Writing Task

YEAR 3’s AMAZING RACE!

1. You will need: a sharp pencil and something to lean on, eg. clipboard.

2. Your job is to tick as many tasks as you can from the list.

3. Record your answers on the Response Sheet and turn in to your teacher to receive your

ADVENTURE word!

o Using your senses, find a tree and record 3 adjectives to describe the tree.

o Look above at the sky and give 2 adjectives to describe the cloud formations/colours you see.

o Collect any object that begins with a consonant.

o Stop and listen. Record 2 things that you can hear and give an adjective to describe each one.

o Identify a native plant in your garden and give 2 verbs with adverbs to describe its movements.

Eg. Bottlebrush - dancing gently in the breeze

o Collect an object that you could describe as ‘rough’.

o Can you feel the breeze? What does it feel like? Give 3 adjectives to describe it.

o Find any object that is bright and colourful.

o Find any interesting object. List 3 prepositions to describe its location. (E.g. Over, under, beside)

o Collect something that is made by humans.

o Find a leaf. Look closely at the leaf and do a rubbing of it. List 2 adjectives to describe the leaf.

Eg. What does it feel/smell like?

o Locate any living thing on the ground. Write an interesting complex sentence from the perspective of

this living thing. *Hint – it will include the pronoun ‘I’.

o Collect an object that begins with a vowel.

o Find and record a place where light is being reflected onto the ground. Write one word to describe what

it looks like.

o Stop for a minute and note your own feelings and emotions as you are participating in the Year 3

Amazing Race. Describe how you are feeling in a complex sentence.

Friday Writing Task Amazing Race Response Sheet

1.Tree description

2. Cloud formation /colour

3. Object beginning with a consonant

4. Sounds around me

5. Native plant

6. Something rough

7. Describe the breeze

8. Something colourful

9. Interesting object prepositions

10. Something made by humans

11. Adjectives to describe leaf rubbing

12. Living thing complex sentence

13. Object beginning with a vowel

14. Describe light reflection

15. Your feelings as an Amazing Racer

framework for teaching year 3 term 4 week 1

Documents