Week+Seven

ES1- Date, calendar, weather Sam & Fletcher- Spelling challenge card
 * **Thursday 28th August** ||
 * **9:20- 10:15** || **Literacy**

Personal News- Ellouise & Zane

Handwriting- p teacher demonstrates the letter (capital and lower-case) on the board. Students practise writing it on their leg, the floor or on individual white boards. Students then write the date, one line of lower-case and one line of upper case into books). Teacher works with S1 to write a sentence using words that have the weeks letter in them and then they copy this into book.

Spelling/Sight words: Grace, Zane & Callum- with teacher aide: identification of words. Practise writing on whiteboards. Maddison, Sienna & Ellousie- with teacher: identification of words. Practise writing on whiteboards. Sam & Fletcher- put their words into sentences and read to each other. ||  || - Lincoln & Claire: Corrective Reading Program - Blake: sight words & literacy program - Zane: sight words & literacy program ||  || - Lincoln, Claire & Jacob: strategy- - Blake: number recognition 1-30 - Zane: number recognition 1-30 ||  || - have students sit down and listen in silence for 30 seconds and write down all the sounds they can hear inside and outside the classroom. - have students listen to a recording of 'my island home' Christine Anu and identify the environmental sounds. [] - students accompany 'my island home' using percussion instruments (and image grid) - pg 91 Creative Arts K-6 - discuss crochet (1) and quaver (2) and also the new symbol (rest) - students play the same arrangement - looking at graphic notation grid - students work in groups to make up their own arrangement to the song. - they perform this to the class - discuss the different effects produced by using different instruments ||  ||
 * **10.15-10.25** || **Crunch n Sip** ||  ||
 * **10.25-11.20** || **Learning Support- Literacy**
 * **11:20- 11:45** || **Recess** ||  ||
 * **11.45-12.45** || **Learning Support- Math**
 * **12:45- 1:10** || **RFF** ||  ||
 * **1:10- 1.55** || **Lunch** ||  ||
 * **1.55-3.15** || **Music K-6**
 * **1.55-3.15** || **Music K-6**
 * || **Dismissal** // Natasha Dunn // ||

ES1- Date, calendar, weather Sam & Fletcher- Spelling challenge card
 * **Friday 29th August** ||
 * **9:20- 10:15** || **Literacy**

Spelling/Sight words: Grace, Zane & Callum- Maddison, Sienna & Ellousie- Sam & Fletcher- Test each other on weekly words.

Reading groups- students read over books and question each other on what happened. They complete weekly worksheet. ||  ||
 * **10.15-10.25** || **Crunch n Sip** ||  ||
 * **10.25-11.20** || **Math- Volume**

The teacher provides a set of labels with the terms ‘full’, ‘empty’ and ‘about half-full’. In pairs, students use a variety of containers and substances (eg water, sand, beans, marbles, small blocks) to represent each of the labels. K/1- empty, half full & full. 2- 1/4 full, 3/4 full. Take photos of each using the I pad.
 * Full or Empty**

[|Which holds more game] K/1 [|how many mL in L] 2 [|Measure capacity] ||  || - watch latest BTN episode - K/1 answer comprehension questions after each topic. - 2/6 work in pairs to complete comprehension questions after each topic.
 * **11:20- 11:45** || **Recess** ||  ||
 * **11.45-12.45** || **BTN**

[|Life cycles] - Ask students if they know the definition of a food chain. Give students time to discuss their answers with a friend. Then, ask students to share their answers. - Draw on the blackboard a food chain with arrows in between the following (the arrow indicates that “a” is eaten by “b”): plant → snail → bird → fox. Explain to students that this is an example of a food chain. In this example, the plant is eaten by the snail, the snail is eaten by the bird, and the bird is eaten by the fox.
 * Science**

Then, tell them the following information about food chains:
 * A food chain shows who’s eating whom.
 * There are many food chains.
 * Usually a food chain begins with plants, thus they are at the bottom of the food chain.

Next, using your computer and overhead projector, show students Food Chains , on the BBC website. Click “next” in the bottom right corner to go through the three sections. Once you’ve done the section on prey and predators, click on “Activity” in the bottom left corner to do the food chains activity with your students. [|Living Things]

Ask students to write the answers to the following questions to solidify what they just learned so that they can build upon this knowledge in the next section:
 * Why are green plants called producers? (They make their own food.)
 * Why are animals considered consumers? (They get their food from plants or other animals.)
 * What is a predator? (An animal that eats other animals.)
 * What is a prey? (The animal—"a consumer"—that is being eaten.)

||  ||
 * **12:45- 1:10** || **Scripture** ||  ||
 * **1:10- 1.55** || **Lunch** ||  ||
 * **1.55-3.15** || **Science/ICT**
 * **1.55-3.15** || **Science/ICT**

2-6 First, using the [|Cycle of Life 1] <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> student esheet, students should go to and watch <span style="color: #1aaae0; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Food Chain <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> on National Geographic Explorer.

<span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Next, students should start the <span style="color: #1aaae0; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Chain Reaction <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> activity on the EcoKids website. Have students read the activity instructions at the bottom of the page before doing the activity. This exercise is excellent because it ties together how disruptions in a food chain cause a particular "chain reaction" in the environment.

<span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Once students have watched the movie and gone through the Chain Reaction activity, they should answer the corresponding questions on their <span style="color: #1aaae0; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">[|Cycle of Life 1] <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> student sheet. Answers to these questions can be found on the <span style="color: #1aaae0; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">[|Cycle of Life 1] <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> teacher sheet.

<span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Now students can do the <span style="color: #1aaae0; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Food Chains Quiz <span style="background-color: #ffffff; color: #182435; font-family: arial,verdana,sans-serif; font-size: 13px; vertical-align: baseline;"> from the BBC site. This is a great review of everything that students have learned in this lesson. This quiz is self-explanatory. - students write up their own food chain and put into power point presentation.

K-2 [|Food Chains] - students draw their own food chain. ||  ||
 * || **Dismissal** // Natasha Dunn // ||