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Year 1 - Learning @ Home, Term 4 Week 4

Monday Tuesday Wednesday Thursday Friday

Learning @ Home Learning @ Home:

Specialist Day Learning @ Home At school At school

Mitch: https://eduvic.webex.com/meet/mitchell.webster Meeting number: 154 390 0969

Amy: https://eduvic.webex.com/meet/odowd.amy.a Meeting number: 572 918 878

Lee: https://eduvic.webex.com/meet/rutledge.lee.a Meeting number: 571 811 022

Eliza: http://eduvic.webex.com/meet/wright.eliza.j Meeting number: 572 474 116

Day WebEx meetings

Monday 9:30am

1/AO and 1/LR to join Amy’s link: https://eduvic.webex.com/meet/odowd.amy.a 1/EW and 1/MW - https://eduvic.webex.com/meet/mitchell.webster

Tuesday 9:00am - Specialist Day! All students to join Eliza’s link at 9am: http://eduvic.webex.com/meet/wright.eliza.j

Wednesday 9:30am 1/AO and 1/MW to join Mitch’s link: https://eduvic.webex.com/meet/mitchell.webster 1/EW and 1/LR to join Eliza’s link: http://eduvic.webex.com/meet/wright.eliza.j

Seesaw activities to submit this week

Monday - Writing

Film yourself saying - “A good cook could cook as many cookies as a good cook who could cook

cookies.” Try to do this 5 times in a row without making a mistake!

Monday - Maths

Spend some time reading the examples of data on page 5. What do you notice about them? What do you think each of them is telling us?

Once you have thought of three things to say about the data, we want you to record yourself on Seesaw telling us these observations.

Wednesday Using your ‘just right’ books at home, we want you to take 5 photos of different pages

that have ‘long i’ vowel sounds in some of the words. Remember, there are many

different ways to spell the ‘long i’ sound, like when it is in rice, night, spider, fly.

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Monday 25th October

Reading Focus: We are learning to synthesise information when reading information texts.

Daily practice - 5 mins: Today we will practise grouping words that have the ‘long i’ sound. You will need to read

through your ‘just right’ books and once you have found a word, write it into one of the columns.

E.g. ‘kite’, where the ‘bossy e’ makes the ‘i’ say its name, ‘shy’, where the ‘y’ makes the sound, ‘sight’, where the

‘igh’ makes the sound, ‘i’ by itself as in ‘Milo’ and ‘tie’ where the ‘ie’ makes the sound. There are other ways that

can make this sound. Make 6 columns in your workbook and each time you come across words with the ‘long i’

sound, sort them. The last column can be used for any different ways of making the ‘long i’ sound.

i-e y igh i ie other

INTRO: When we synthesise, we can often change our thinking, during and after reading a text. Sometimes new

knowledge can confirm what we already know about a topic, and sometimes we collect new information that we

didn’t already know. We end up combining all of this information together in our mind!

Watch this video to understand more about synthesising: https://www.youtube.com/watch?v=yvD0drmq870

READ: Listen to Amy read What’s a Yiayia?

https://youtu.be/qf6YJHopdK0

You might like to talk about what you already know about grandmothers around

the world, before you start listening to Amy.

Then: You should complete independent reading of a ‘just right’ text for a

minimum of 15 minutes. You might like to use ActiveLearn or Epic! to do this.

Note: Don’t forget to work on your reading goal! If you think you have met your

goal, submit some proof of this to your teacher via Seesaw.

Writing Focus: We are learning to use alliteration in our writing to make our work more entertaining for our audience.

Daily practice - 5 mins: Can you say - A good cook could cook as many cookies as a good

cook who could cook cookies 5 times in a row without making a mistake? Film yourself doing this

and upload it to Seesaw for your teacher to see.

INTRO: https://www.youtube.com/watch?v=zVQQlD__HnI - The Alliteration Song

Alliteration is when 2 or more words are next to each other and start with the same letter/sound.

For example - Big brown bear built a bridge.

TASK: Pick an animal and write an alliteration sentence to match. Make sure you draw a picture. See some

examples below:

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Maths Focus: We are learning to study data displays and search for information.

Key vocabulary this week

data, graphs, tally marks

Daily practice: Can you spot the patterns and then continue them by adding the next three in the sequence? 2,4,6,8, _, _, _. 15, 13, 11,9, 7, _, _, _. 2, 4, 8, 16, _, _, _. red, green, yellow, red, _, _, _. Warm up: Place value and renaming numbers

In the image on the right, we can see one bundle of ten and 7 ones.

If we wanted to regroup and rename this, we could imagine taking

the bundle apart (to make 10 ones). We would then have 17 ones

altogether… it is the same number, but represented in a different

way.

We would like you to try and regroup and rename these numbers below:

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INTRO: Today we will be looking at some data. Data is information that tells us something about a certain thing.

The data below tells us that a student was wanting to find out which instrument was the most liked in their class. It tells us that the keyboard is the most liked and the drums are the least liked. There are 9 smiley faces, which also tells us that there are 9 children in the class.

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TASK: Spend some time studying the data below. What do you notice about them? What do you think each of them is telling us?

Once you have thought of three things to say about the data, we want you to record yourself on Seesaw telling us these observations.

BQT: Why

and how do we invent things?

We have been learning that:

● every invention has its own purpose; ● people invent things to make our lives easier; ● and innovations are improvements to inventions.

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Betty lives in an apartment like the ones in the image above. She loves visiting the local gardens and parks in her area, but Betty wishes she had her very own garden. The problem is, she doesn’t have a lot of space. Betty cannot put anything more on the ground and without a backyard, the balcony is the only outdoor space that she has. What could Betty do to fit more garden space at her home? Task: thinking like an inventor, can you come up with some ideas for Betty that might make her life easier, when it comes to her garden? What do you think Betty could do? Optional: Below is one idea that Betty could try in order to have more of a garden at her apartment. You might like to try this at your house, so long as your parents agree to do so! Make This Tin Can Vertical Garden With Your Kids!

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Tuesday 26th October - Specialist Day!

9:00 - Everyone join Eliza’s link

http://eduvic.webex.com/meet/wright.eliza.j

9:30 - 10:15 ART with Laura

Laura’s room: https://eduvic.webex.com/meet/russell.laura.s Access code: 574 076 333

Week 4 Art – Installation Art

To access the Art program on Google Slides click on the link below.

This week is about Installation Art

The link will also be available on Seesaw.

10:30 - 11:15 MUSIC with Tracey

Tracey’s room: https://eduvic.webex.com/meet/tracey.james Access code: 165 815 4642

Hi Year 1s,

This week we will be meeting on Webex for our lesson. I can’t wait to see your lovely, smiling faces.

You will need one of these groups of objects:

● Something rough, like a cheese grater and a spoon or chopstick;

● or a small container and small things to go inside - rice, rocks, coins;

● or a mixing bowl and some cling wrap or sealable lid.

11:30 - 12:15 PE with Mr. A.

Welcome to another week of doing PE online. I hope you have enjoyed being back at school for a few days and have had a great week.

Our live lesson this week is going to take place on Tuesday at 11.30am. I look forward to seeing you all at that time.

You can join the lesson by clicking on the following link:

https://eduvic.webex.com/meet/antoniadis.terry.e Access code: 578 820 891

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12:15 - 12:45 LUNCH

12:45 - 1:30 INDONESIAN with Pak Ben

Click on the link for this week’s Indonesian lesson: https://docs.google.com/presentation/d/1eowtjwbvB8moCrNuKGqjndei4ZBATcLD4GhqTtYOjgY/edit?usp=sharing This lesson is also on Seesaw. I will be teaching this lesson live at 12.45 - 1.30. Click on the link below to access the live lesson: https://eduvic.webex.com/meet/benito.ricci Access code: 165 550 3683 If possible, please print the worksheet on page 9 ready for the lesson. Pak Ben

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Saya suka makan (I like to eat)

Saya tidak suka makan (I don’t like to eat)

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Wednesday 27th October Listen to Lee explain today’s learning: https://youtu.be/xGzPmwXFsMc

Reading Focus: We are learning to synthesise information when reading information texts.

Daily practice: Today we will practise grouping words that have the ‘long i’ sound. You will need to read through

your ‘just right’ books and once you have found a word, write it into one of the columns.

E.g. ‘kite’, where the ‘bossy e’ makes the ‘i’ say its name, ‘shy’, where the ‘y’ makes the sound, ‘sight’, where the

‘igh’ makes the sound, ‘i’ by itself as in ‘Milo’ and ‘tie’ where the ‘ie’ makes the sound. There are other ways that

can make this sound. Make 6 columns in your workbook and each time you come across words with the ‘long i’

sound, sort them. The last column can be used for any different ways of making the ‘long i’ sound.

i-e y igh i ie other

READ: Watch the book, Goodnight, Mice by Frances Watts https://www.youtube.com/watch?v=rK9FtpfsxOE

After you have read the book, we want you to read a ‘just right’ text and look out for words that have the ‘long i’

sound. Take photos of these pages and highlight them on Seesaw for your teacher to see.

Then: You should complete independent reading of a ‘just right’ text for a minimum of 15 minutes. You might like

to use ActiveLearn or Epic! to do this. Don’t forget to work on your reading goal!

Writing Focus: We are learning to use alliteration in our writing to make our work more entertaining for our audience.

Daily practice - 5 mins: Can you say - Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck

of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

Say this phrase 5 times as quickly as you can!

TASK: Today we are continuing to work on alliteration, and

your job is to create an alliteration poem/story.

Step 1 - Think of an animal e.g. tiger

Step 2 - Write down some words (adjectives or verbs) and

names of places that start with the same sound/letter as the

animal you have chosen. e.g. terrifying, trees, terrible.

Once you have done both of these steps you are ready to

write your own poem/story.

Take a look at the example on the right:

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Maths Focus: We are learning to study data displays and search for information.

Daily practice: 5 minutes Can you spot the patterns and then continue them by adding the next three in the sequence? (Don’t repeat the same numbers…) 3, 6, 9, _, _, _. 1, 5, 9, _, _, _. 14, 12, 10, _, _, _. 1, 2, 4, 7, 11, _, _, _. Warm up: Answer the following questions (pretend you are putting your hand into each bag).

1. What bag gives you the least chance of getting a red counter?

2. What bag gives you the higher chance of getting a blue counter?

3. What bag has a higher chance of getting a red counter?

4. Are you more or less likely to get a blue counter in Bag A?

TASK: We are continuing to study data today by trying to see what information it is telling us. Today we will be looking at graphs.

The graph below tells us that a student was trying to find out which was the most popular snack to eat in their class. The question that could have been asked may have been: “What is your favourite snack?” The graph tells us that fruit was the most popular snack because 9 students chose it. The least popular was crackers because only 2 students chose it. The graph also tells us that there are 32 students in the class.

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When you observe the examples below, think about what question may have been asked to collect this data. What comments could you make about what the data represents? Record your findings in your workbook.

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Health - This lesson is designed for parents and children to work together.

This activity helps students to learn there are some parts of the body that are private. It is important to emphasise that while we keep these body parts private, there is nothing bad about them, they are just private. Talk with your child about their body being their own. Explain that they are going to learn about NO, GO, TELL. ‘NO, GO, TELL’ will help them remember what to do if someone else is making them feel uncomfortable or scared, or if a person wants to hurt their body or touch them on the private parts of their body.

NO

Ask: • Who knows how to say no? (Everyone) • When do you say no? (To tell people to stop doing something, or to tell someone that they didn’t want to do something.) ‘No’ is a very important word and that is why we learn it so early in our lives. We can say NO if someone wants us to do something that makes us feel uncomfortable. When we feel this kind of discomfort it might even give us a strange sick feeling in our tummy or a lumpy feeling in our throat. If we can, we say NO if someone is trying to hurt us or touch us in ways we do not want to be touched.

GO GO means I can move away. I can find a safe place to go. I can do this to get away from a scary person, or to get away from someone who might hurt me, or is making me feel uncomfortable about my body.

TELL TELL means I can tell someone what has happened. I can tell someone how I feel. I can tell a safe grown up if someone is hurting my body or wanting to touch private parts of my body.

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Look at the pictures of the bodies above. Point to parts of the body, like hands, arms and legs, and explain that we might touch these parts of bodies when we play. But we are careful not to hurt others’ bodies. However the parts under our underwear or the parts we usually cover with our bathers are more private. We don’t use these parts in games with children or with grown ups. And no one is allowed to hurt us here. Point to a non-private part. Ask: What can we do if someone wants to hurt us here? (NO, or they can GO or move away to a safer place, TELL a trusted adult.) Point to a private part. Ask: What can we do if someone wants to hurt or touch us here? (NO, or they can GO or move away to a safer place, TELL a trusted adult.) Talk about TELL. Emphasise that while NO and GO are good things to do, it is very important to TELL a trusted adult if someone hurts your body, or wants you to do things that are not right for you to do, or touches private parts of your body, or touches you in ways you do not like. Ask: What adult could you tell if this happened to you? Reinforce the NO, GO, TELL model with students using the following scenarios and asking these questions: SCENARIO 1 Ellie is at her friend Julia’s house. When Ellie, Julia and her brother are playing, Ellie starts to practise her karate kicks on Joe. Although Joe asks her to stop because it is hurting him, she keeps doing it and laughs, saying it’s a fun game. • What could Joe say? • Where could he go? • Who could he tell? SCENARIO 2

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Pattie is at a family barbecue. When her dad’s friend arrives, he comes down to the part of the garden where Pattie is playing and asks Pattie for some hugs. Pattie only likes to hug her mum and dad and her grandparents. • What could Emma say? • Where could she go? • Who could she tell?

SCENARIO 3 Jenna is waiting at the school pick up point for her Grandpa to pick her up. Lots of children are waiting there too. Some older boys walk up to her and bump her. One of them lifts up her dress. • What could Jenna say? • Where could she go? • Who could she tell? SCENARIO 4

Mikie has an uncle he does not like much. His uncle always wants Mikie to sit in his lap and read stories. Mikie hates to sit in people’s laps. He likes to sit on the ground when he listens to stories. • What could Mikie say? • Where could he go? • Who could he tell? Explain that sometimes a person might not seek help until a long time after the experience. However it is still useful for them to get support, even if it comes late.