Integrated Themes for Relief Teachers - Book 1, For ages 5-12 years by Ready-Ed Publications

1 k o o B

PHOTOCOPY MASTERS

1 k o Bo

Integrated Themes for Relief Teachers for ages 5 to 12

This resource book and its associated activities will enable relief teachers to provide meaningful and enjoyable activities for the full range of classes in the primary years.

Ready-Ed Publications

Integrated Themes for Relief Teachers for ages 5 to 12

The use of a variety of stimulating themes allows an across-the-curriculum selection of activities to be presented to children. The open-ended nature of the notes and worksheets caters for the wide range of abilities that exist in any class situation. Activity sheets can be easily modified and teaching suggestions adapted by the resourceful relief teacher. This book is highly recommended for any teacher who acts in a relief capacity, but it is also well suited for permanent class teachers in their day-to-day work.

www .read y Also a

Pirates Warm Fuzzy Day

Front cover: images courtesy of Microsoft Clipart

Fish

ed.ne t

vailab

le: Integrated Themes for Relief Teachers Book 1 ISBN 978 186 397 140 9

Australian Animals

9 781863 971409

Kym Slennett

Oceans

E-book Code: REAU7004

This is a Ready-Ed Publications' Integrated book preview.

Themes

For Relief Teachers

Book 1

A us tr alian Animals ustr tralian Written by Kym Slennett. Illustrated by Rod Jefferson. ÂŠ Ready-Ed Publications - 1997 Published by Ready-Ed Publications, P.O. Box 276, Greenwood ,WA, 6024 Email: info@readyed.com.au Website: www.readyed.com.au

Go to www.readyed.net

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 140 8

Introduction

This is a Ready-Ed Publications' book preview. How this resour ce works. resource

The phone rings at 8.30 a.m. and the caller asks if you can get to the school for the day as soon as possible. What are you going to teach that doesn’t require much preparation?

This is the resour ce that will come to your rescue. resource

It provides an across-the-curriculum range of activities which are based on themes that will not only interest children, but will also teach and motivate them. The book provides guidelines for thematic activities that are easy to prepare and implement within a short time frame. The open-ended activities cater for the wide range of abilities that exist in any class situation. This allows the children to work at the capacity to which they are capable, as well as extending and challenging their thinking skills. Many of the activities are suitable for groups or partners, and they will help to develop children’s cooperation and negotiation skills. After lessons, or at the end of the day, discuss what the children have learnt and enjoyed from their activities, and have them write what they have learnt into their booklet. This is a good reflective time for the children. It encourages them to really take responsibility for their learning.

Using An Individual Booklet This programme is designed to have the children use an individual booklet that is the basis for the day’s activities. The booklets consist of a cover that the children design and decorate approximately four extra pages. The size of the booklet depends on the needs of the class and the theme. A4 size paper cut in half and stapled together is a suitable size for the majority of the thematic activities. The children will really enjoy this approach, and it gives them a sense of purpose for the activities as they finish with a complete product rather than loose sheets that can be lost or thrown away. A system of positive rewards for completed tasks and acceptable behaviour can be implemented, assisting in creating a rewarding day for all. Rewards are awarded after the child has gained a number of points. Each point is shown by a star or a stamp, or the children can draw their own reward point that is related to the theme, e.g. a fish for the Ocean theme. Once the children have earned 5 points they have earned the right to choose their reward. Stickers, free time or lollies are the awards that most children select. The rewards can have different point values, e.g. 5 points

1 sticker

7 points

2 lollies

10 points

free time

The reward choice can be given after 5 points, or the children can work their way through the rewards, claiming them at the end of the day. At the end of each of the units photocopiable master activity sheets that correspond to the activities in the theme are provided. There are also daily theme information sheets for you to record the day’s activities and to leave for the class teacher, e.g. “What we did today”. On arriving at the school, after establishing the important details of the day, locate the library and borrow some appropriate theme books. Then head off to find some suitable paper to construct the booklets.

Go to www.readyed.net

This resource book and its associated activities will enable you to provide meaningful and enjoyable activities for the full range of classes in the primary years.

The themes and activities are also well suited for class teachers in their day to day class work.

Page 2

Ready-Ed Publications

Contents

This is a Ready-Ed Publications' book preview. Introduction

Section 1 - Warm Fuzzy Day: 5 - 8 year olds

Warm Fuzzy Day - Teachers’ Notes

5-8

Activity Page - ‘I feel’ wheel

Section 2 - Pirates: 5 - 12 year olds

Pirates - Teachers’ Notes

12 - 15

Activity Page - Treasure Chests

Activity Page - Rectangular Prism

Activity Pages - Pirate Problems - Sheets 1, 2

18, 19

Activity Page - Treasure Map Grid

Section 3 - Fish: 5 - 12 year olds

Fish - Teachers’ Notes

23 - 27

Activity Page - Fish Parts

Activity Page - Fish Outline

Activity Page - Number Grid

Activity Page - Silhouettes

Section 4 - Oceans: 5 - 12 year olds

Oceans - Teachers’ Notes

34 - 40

Activity Pages - Ocean Problems 1, 2

41, 42

Activity Pages - Game Cards

43, 44

Activity Page - Mystery Bag Cards

Activity Page - Maths Fishing Templates

Activity Page - Tangram

Activity Page - Whale, Shark, Fish diagrams

Section 5 - Australian Animals: 7 - 12 year olds

Australian Animals - Teachers’ Notes

52 - 56

Activity Page - Game Cards

Activity Page - Australian Map template

Go to www.readyed.net Ready-Ed Publications

Page 3

ThisW is arm a Ready-Ed fuzzyPublications' day book For 5 - 8preview. year olds

Go to www.readyed.net Page 4

Ready-Ed Publications

Spelling For the cover of the book let children draw all their friends. Brainstorm for positive, friendly words to say to friends and family. The first page of the booklet can be filled with a giant smile. The children select a given number of words from the list and fill the smile.

This is a Ready-Ed Publications' book preview. As a whole class have children create some sentences using the ‘warm fuzzy’* words and discuss who they would say them to. (* Feel-good words.) Children are given a sheet of blank card. They are to write a ‘warm fuzzy’ sentence or statement to a classmate, whose name they pull out of a bag. Create an interesting card cover and write the message inside.

Warm fuzzy mobile: The children are given scrap paper to experiment with designs of a ‘warm fuzzy’. Once they are satisfied with their designs they are then given a piece of card to create their warm fuzzy. Use a variety of materials to decorate the shape. Write words onto cards and use string to hang from the shape. Snap game: Construct a ‘snap’ card set using words from the brainstorm session. Wordsleuth: Create a warm fuzzy shape and use grid paper to complete wordsleuth.

English ‘I feel’ wheel.

excited

angry

happy

sad

The wheel template is provided at the end of this unit (Page 9). Paste onto card, and cut out. Attach pointer with split pin. Use as below.

Large group: Children sit in a circle. A child spins the pointer. When the arrow stops the children discuss experiences where they have had that feeling. Small group: Each group is to construct a wheel of their own, filling in the feelings that the group choose. Play the game within the groups and then bring the class together for sharing time. Pass the compliment: Teacher creates a warm fuzzy shape or has a fluffy toy to use. Discuss the term ‘compliment’ and what it means. The children look to the person on their right and think of something about that person that they can compliment them about. When the ‘fuzzy’ is passed the child whispers the compliment into his/her neighbour’s ear, who then passes the fuzzy on to the next person. Discuss the friendly things that were said to each child. How did it make them feel? Compare comments to their feelings in response to negative comments.

Go to www.readyed.net

Ready-Ed Publications

Page 5

Year-round happiness: What are the four seasons of the year? Children discuss what they feel like in these seasons. Summer = energetic, happy, bubbly. Winter = lazy, cold, sleepy. Q: “What do you like doing with friends in these seasons?” Record answers into booklet.

This is a Ready-Ed Publications' book preview. Name game: As a whole class brainstorm for ‘feeling’ personality words, ‘what I am good at’ ideas and a positive descriptive word. e.g. Feeling: happy, excitable, moody. Good at: sport, writing, reading. Positive: Keen Kym, Generous Georgina.

While in the circle children think up a description for the person next to them or think up one for themselves. Volunteers state their descriptions of others or themselves. Children then return to seats and record their names and descriptions into booklet. Illustrate the descriptions. My favourite friend: Teacher writes a ‘My Friend Quiz’, with a list of questions for children to answer about their favourite friend. Questions could include: What does your friend like: to eat? to play? to watch on TV? to watch at the movies? to visit? What colour are his/her eyes? Where does he or she live? Does he or she have any brothers or sisters? etc... Story: If I had a magic lamp it would make me happy because... Children complete story or make up a story about discovering a magical lamp. Trust walk: Partner activity Blindfold one of the partners. The ‘buddy’ that is not blindfolded has the job of: 1) Holding the partner’s elbow and arm and instructing him/her physically and orally where to go and what to look out for. 2) Children only instruct orally, without touching the partner. The course to be used must be supervised by the teacher. Swap after the first ‘buddy’ has completed a turn. A recipe for a friend: As a whole class children discuss and list the ingredients for a friend, as below. Friend ingredients. A friend is: 1. Nice to others. 2. Considerate. 3. Sharing, etc. Children record their recipes in their booklets.

Go to www.readyed.net

Read the class a story from the library about friends.

Page 6

Ready-Ed Publications

The Friend Y: Brainstorm for qualities of what a friend is like, using the categories: sounds like, looks like, feels like, as shown in the diagram below. Record on the board, and the children record into their booklets.

This is a Ready-Ed Publications' book preview. sounds

feels

looks

Critical thinking: Communication “Your best friend is upset. How could you help? How do you like people to help you?” Children discuss in groups and then compare with the whole class.

Creative thinking: Children list, in 2 minutes, all of the nice things that they could do for someone they know, and all of the nice things that they could do for someone they don’t know. Share the ideas in the class and record onto a chart for future reminders. The happy playground: Draw a picture of one piece of playground equipment onto the board or chart. Ask the children to contribute to the picture to make a happy and safe playground. Some pictures might be children helping each other, or children laughing as they play, etc. The children then design their own happy playground. Curiosity: Begin to draw a person’s face on the board. Invite children to add to the face to make it happy. Children make up a story about what is making that person happy.

Maths Division: Sharing with friends Problem cards: You have 8 lollies and want to share them with 3 other people. How many will you get each? Demonstrate how to solve problems using diagrams. For younger children, approach problems orally and use concrete materials. Division: Warm fuzzy cake Children are given a circular shape to design and decorate as a cake, using a variety of materials. Cut the cake according to the sharing requirements. Children could choose the fractions in which to cut their cake e.g. ¼ or 1/8. Graph: List comments that children like hearing others use about them. e.g. being a good sport being good at sport being nice to others being a great friend Vote on the most popular comment and collate results. Older or more talented students can create their own graph, while younger children can be given a graph to record the results from the class vote.

Go to www.readyed.net

Temperature: Children find magazine pictures that make them feel good/warm/ smiley. Categorise according to ‘emotional temperature’ and glue onto a chart.

Ready-Ed Publications

Page 7

Addition: Card game - 21 Children are each dealt two cards. They then turn them over and add up their score from the face values. If they have a picture card or an ace then they count them as 10. The other card values correspond to the numeral on the card. The aim of the game is to have the score closest to 21. Children need to look at the other childrenâ&#x20AC;&#x2122;s scores and decide if they would like to get another card to increase their score.

This is a Ready-Ed Publications' book preview. Craft

Colour shading: Warm colours Work in groups. Each group decides on a warm colour for their table (red, yellow, orange). Provide the class with a stencil with 5 squares or fold the page into sixths. The children begin with the base colour and then under direction, add more black or white to change the shade. Recycled fuzzies: Find fallen leaves, sticks, paper, boxes etc. to use to construct a fuzzy. Warm fuzzy wash: Children use crayon to create a fuzzy land. They should only fill in the areas where they want different colours. After they have finished they wash over their pictures with a warm colour wash of watery paint.

Go to www.readyed.net Page 8

Ready-Ed Publications

This is a Ready-Ed Publications' book preview.

excited

angry

happy

sad

Go to www.readyed.net Ready-Ed Publications

Page 9

This is a Ready-Ed Publications' What we did today book preview. Relief T eacher ’s name: ............................................ Teacher eacher’s

Class: ......................................................................

☺

Today ’s theme: ............................................ oday’s Time:

☺ 9.00: .................................................................................................. 9.30: .................................................................................................. 10.00: ................................................................................................ 10.30: ................................................................................................

☺ 11.00 .................................................................................................. 11.30: .................................................................................................

12.00: ................................................................................................

☺ 12.30: ................................................................................................ 1.00: .................................................................................................. 1.30: .................................................................................................. .................................................................................................. ☺ 2.00: 2.30: .................................................................................................. 3.00: .................................................................................................. 3.30: ..................................................................................................

Go to www.readyed.net Page 10

Ready-Ed Publications

This is a Ready-Ed Publications' Pirates book preview. For 5 - 12 year olds

Go to www.readyed.net Ready-Ed Publications

Page 11

Pirates Spelling

This is a Ready-Ed Publications' book preview. Children brainstorm for words related to pirates and record the words onto the board or a poster. Children copy the words into their booklets. They may like to draw a pirate picture and write the words in and around the objects in the picture. On graph paper, children create own word sleuth.

Record the words onto own cards and construct a jigsaw. Play with a partner, e.g. pir/ate, trea/sure. Record the words twice onto cards to make a deck. Play Concentration and Snap. Unjumble pirate words: Write the correct words on one side of the board and the jumbled words on the other. Children unjumble them. Word pictures: Create word shapes using the pirate words, e.g.

GG E R Children write sentences using as many words as they can from the board. Record into booklets. Use a dictionary for help. Use dictionaries to find meanings of the blackboard words and record into booklet. Create a crossword using given words.

Phonics Create a ‘P’ page: Line the border with ‘P’s, then fill the page with pictures that begin with ‘P’. Older children can write ‘P’ words. Brainstorm for silly sentences that include ‘P’ words on the pirate theme, e.g. ‘Purple pirates painting pictures on a pontoon’. Illustrate. Construct a ‘P’ poster: Children search magazines for pictures that begin with ‘P’. Construct a giant ‘P’ template and cut enough for the class to decorate with ‘P’ pictures or drawings.

Handwriting Finger paint ‘P’s onto art paper. Paint a ‘P’ border and paint a purple pirate. Write a pirate poem.

Go to www.readyed.net

Pirate patch shapes, ppppp, flags.

Page 12

Ready-Ed Publications

Maths

This is a Ready-Ed Publications' book preview. Numeration: Fishing for number sentences. Children use a stick, string and a magnet to fish for the number sentence. They record their number sentences into the booklet and solve. Use the Treasure Chest masters on Page 16. Roll a dice to construct own number sentence, e.g. roll a 5 and then 4; 5 + 4 = 9.

Roll a dice and copy the numeral into booklet. Tally how many times each numeral is rolled in a set number of throws.

3-D: Construct a rectangular prism using the template on Page 17 and turn it into a treasure chest. Length: Draw a pirate picture, using a ruler to create the lengths and shapes the teacher instructs, e.g. â&#x20AC;&#x153;a mast of 10 cmâ&#x20AC;?. Draw a cutlass to a certain length, e.g. 15 cm long. Cut out and find other items the same length around the room or school. Problem solving: Solve the pirate problems. E.g. If there were 10 pirates and three had to walk the plank, how many were left on the ship? Vary the problems according to the year level. (See the problem sheets on Page 18.) Cannonball game: Children roll a ball at items that have been pre-labelled with ordinal numbers. Each child has two turns and adds the score. The team with the highest score of ordinal numbers wins.

1st 2nd .... Temperature: Design clothes that pirates would wear in cold countries and clothes that they would wear in hot countries. Construct a pirate treasure map. Discuss what you would need to include in the instructions and what details should be on the map. Large grid paper is useful for this activity. More advanced children could draw their own grids. Demonstrate the use of grid references: letters along the top and numbers down the side of the grid. See grid paper provided (Page 20).

L anguage Story writing: Read a pirate story. Children retell the story orally and then in written form. Children create their own pirate story. Provide a stimulus, e.g. a pirate picture or a pirate story. Class story. Have the class sitting in a circle. The teacher begins the story and goes around the class for sequential story ideas. Teacher records ideas onto art paper and the children illustrate their part of the story.

Go to www.readyed.net

The pages are then collated to create a class book.

Ready-Ed Publications

Page 13

Story map: Tell or read a story and have the children map the story as a class. Teacher records the map on the board. The story is retold in picture form and the children then complete their own map onto paper.

This is a Ready-Ed Publications' book preview. Story prediction: Display a book cover and read the title. Children write a prediction of the storyline and then discuss possibilities. Read the story and compare with the predictions. Children retell the story in their booklets and illustrate. Pirate word puzzle or word sleuth. Pirate acrostic poem. Sentence sequencing: Teacher records pirate sentences from a story and children cut and arrange into the correct order.

Art Children draw a pirate treasure island and then construct a jigsaw by drawing lines and cutting into pieces.

Paint a pirate picture with a rough or smooth ocean. Mix colours to give the ocean a different shade. Patchwork pirate: Children use crayon to sketch a head of a pirate and then fill in the facial features. Using a variety of colours, they then create patches all over the face. Cover the background in all different patterns. Construct palm trees from paper and cardboard. Decorate using brown fringing for the trunk and green fringing for the leaves. Create tropical birds to sit in the trees, using colourful crepe fringing. Children create a tropical sand island by covering an area with glue and then sprinkling sand over it. Then construct small palm trees (as above) to place on the island. Paint the background, experimenting with colours for the sky (it may be sunset) and water.

Health Mind map: Discussion to determine what pirates ate and what children would eat if they were pirates. Discuss the problems of preserving food and the diseases the pirates might get as a result.

Go to www.readyed.net

Page 14

Ready-Ed Publications

Pirate menu: Children imagine that they own a pirate restaurant. Think of a name and create a menu for the pirate visitors.

This is a Ready-Ed Publications' book preview. PE

Steal the treasure: Arrange about 5 hoops into a circle and place one hoop in the middle. Fill the hoop in the middle with bean bags. The children have a set time to steal bean bags from the middle or the other pirate’s chests, one at a time, then place them in their chest (hoop). Obstacle course: Have children weave through cones, hoops, walk the plank, and so on to get a ‘treasure’.

Pirate tag: Each child has a coloured braid or patch tucked into their clothing before starting the game. One child is ‘in’ and has to chase the other pirates and steal their tags. Once his/her tag has been stolen the child becomes ‘in’. Work within a defined area. The exploding cannonball: Half the children form a circle, with the rest in the middle. The children on the outside throw the ball at the feet of the children in the middle. If the ball hits them below the knee the cannonball ‘explodes’ and they are out. They join the other children on the outside of the circle.

X X

X X X X

X X X

X X

Go to www.readyed.net Ready-Ed Publications

Page 15

Name ...........................................................

treasure chests

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Page 16

Ready-Ed Publications

Name ...........................................................

Rectangular Prism

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Ready-Ed Publications

Page 17

Name ...........................................................

This is

P irate Problems 1 a Ready-Ed Publications'

1. If there were ............ pirates and .............. had to walk the plank, how many pirates were left?

book preview.

........................................................................................................................ 2. .............. pirates captured .............. more pirates. How many pirates are there altogether? ........................................................................................................................ 3. .............. pirate ships had .............. pirates on each ship. How many pirates were there altogether? ........................................................................................................................

4. .............. pirates each ate .............. pies. How many pies did they eat altogether? ........................................................................................................................

5. What time does Captain Hookâ&#x20AC;&#x2122;s clock say?

Go to www.readyed.net

..................................... oâ&#x20AC;&#x2122;clock.

Page 18

Ready-Ed Publications

Name ...........................................................

This is a

P irate Problems 2 Ready-Ed Publications'

1. .............. pirate ship has ............. pirates on it. How many pirates would there be on 4 ships?

book preview.

........................................................................................................................ 2. Captain Hook has .............. gold coins. He has .............. pirates that he needs to share them between. How many gold coins does each pirate receive? ........................................................................................................................ 3. There were .............. pirate ships in the bay. Each ship had ............ parrots. How many parrots were there altogether? ........................................................................................................................

4. Draw the following: A pirate flag with a skull and crossbones. The flag is on top of the mast of a pirate ship. The ship has 3 masts and is sailing in the sea. On the left side of the ship there are 4 dolphins. Behind the ship is a beautiful tropical island. On the island is the crocodile that ate Hook’s hand and clock (Tick Tock). In the sky there are 5 clouds, 4 birds and the sun. Draw a treasure chest on the tropical island. 5. A pirate ship is .............. metres long. Captain Hook’s ship is twice as long. How many metres long is Hook’s ship? ........................................................................................................................

Go to www.readyed.net Ready-Ed Publications

Page 19

Name ...........................................................

This is a Ready-Ed Publications' book preview. A

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15

Go to www.readyed.net Page 20

Ready-Ed Publications

Name ...........................................................

What we did today This is a Ready-Ed Publications' book preview. Relief T eacher ’s name: ............................................... Teacher eacher’s

Class: ........................................................................

Theme: ...................................................................... What W Wee Did: Time: 9.00: .................................................................................................. 9.30: .................................................................................................. 10.00: ................................................................................................ 10.30: ................................................................................................ 11.00 .................................................................................................. 11.30: ................................................................................................. 12.00: ................................................................................................ 12.30: ................................................................................................ 1.00: .................................................................................................. 1.30: .................................................................................................. 2.00: .................................................................................................. 2.30: .................................................................................................. 3.00: .................................................................................................. 3.30: ..................................................................................................

Go to www.readyed.net Ready-Ed Publications

Page 21

This is a Ready-Ed Publications' bookFish preview. for 5 - 12 year olds

Go to www.readyed.net Page 22

Ready-Ed Publications

Fish

This is a Ready-Ed Publications' book preview. Spelling

Read a ‘fishy’ story e.g. The Magic Fish; or make up a story.

The teacher writes words about fish and fish types onto cards. The children could suggest these or they could be pre-written. Place a number of stickers behind the words. Children say the word and then check to see if they have won a sticker. Stick the words onto the board and have the children copy them into their booklets.

Draw a large fish on the board and brainstorm for words about fish. Fill in the fish with words or draw some bubbles and fill those with the words. The children draw a fish shape and fill with words or place them around the outline. Mind map: Draw a fish as the centre of the mind map and children discuss what they know about fish. Record using lines from the fish to the word or idea. Children create their own mind map. Early readers could illustrate instead of writing the words. e.g.

swim

fish

scales

Word bubbles: Cut out bubbles for the class using coloured paper. The children record the words for the day onto them. They then draw an underwater scene and paste the words on appropriately. Snap: Each child works with a partner creating a set of Snap cards using pre-cut card or paper. Word sleuth: Either provide grid paper, or have the older children construct their own grids. Fill the spaces with words from the board. Then the children can swap to solve each other’s word sleuths / puzzles.

Phonics Work on the letter ‘f’ and the digraph ‘sh’. ‘f’:

Finger paint a fish in the middle of a piece of paper. Make a border of ‘f’.

ffffffffff f f f f f f

f f f f f f

ffffffffff

‘sh’: Shape a shark using a short stick and paint. Create a border using ‘sh’. Divide the children into five groups. sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh Brainstorm for words that contain the sound ‘sh’. Set a time limit of about 5 to 10 minutes and send the groups off to think of as many ‘sh’ words that they can. Bring the groups back together and have each group add up the number of words they have written. Move through each group for each child to say one of their words. Select a bonus prize for the team with the most words.

Go to www.readyed.net

Ready-Ed Publications

Page 23

Fill in the missing spaces: ‘sh’

‘f’

This is a Ready-Ed Publications' book preview. fi_ _

_ ish

_ _ ell

_ ins

Scaly fish: Provide children with a fish shape or have them create their own. Teacher pre-draws scales onto brenex paper. The children write either ‘f’ or ‘sh onto each scale, then cut and paste onto the fish shape. A fish shape outline is provided on (Page 29) which can be enlarged on the photocopier. Create letter shapes using playdough. Children write silly sentences: e.g. Funny Fiona fish likes flopping in the foam. Illustrate each sentence.

L anguage Pin the parts on the fish: Use a drawing of a large fish on a large piece of paper and cut out labels for parts such as fins and gills from the chart on Page 28. Discuss where each part goes, and then blindfold some children and have them find the correct place to pin the part. Children draw a fish or use the fish shape at the end of the unit (Page 29) and label the correct body parts. Going fishing: What will I need? Children discuss what they would need to take if they were planning a fishing trip. Where are they going: rock fishing, beach fishing, in a boat? Children draw up a list of things that they would need. They draw a picture of themselves wearing the correct gear and showing what they would take. At the bottom they write where they are going and the list described above. Children design a sign to leave at home telling their mum or dad that they have gone fishing, where they went and what time they will be back. Water and fishing safety: Discuss the importance of water safety. What are the rules that children would make if they were going fishing ? e.g. Always wear a life jacket. Wear suncream and a hat. Don’t push others in the water, etc. The school library may have books on water safety. Working in pairs, have the children create posters to promote safety around water. Story writing: Read stories about fish or ocean life. Perform a continuous story: One child begins the story, then each person contributes one sentence as you go around the circle or room. Once the story is completed the children recall it by writing it in their own words and then illustrating. Write an individual story about the day in the life of a fish. Teacher writes the beginning of a story on the board and the children complete.

Go to www.readyed.net

In twenty words or more, children write on the topic ‘Why I’d like or not like to be a fish’.

Page 24

Ready-Ed Publications

Poetry: Children visualise what they hear when you read the passage below.

This is a Ready-Ed Publications' book preview. e.g. The silvery fish glides quietly through the long green weed trying to catch its nightly feed. Children record the given sentence and illustrate it or make up one of their own.

Problem solving: Set the scene. You are out fishing and you catch a fish. How can you get the fish off the hook without touching the hook with your hands or anyone else’s hands? Children design a device that is kind to the fish, but will remove the hook.

Maths Area: Use wool to form a closed shape of a fish. Fill the area with pre-cut scales. Area splitting: Equally divide a large fish shape using straight lines. Cut the lines and arrange the fish by placing the parts equal distances apart. Use the master outline from Page 29. e.g.

Mass: Create playdough fish shapes, each of a different mass. Estimate and order from lightest to heaviest. More advanced children can estimate the mass of their shape and then measure using grams. Number fishing: Use pre-made fish with number sentences written on them, and small poles, string and magnets. The children fish for number sentences, record their catch, solve the problem and throw the fish back. Use the activity sheet provided at the end of the Oceans unit (Page 46). Numeration poem: One, two, three, four, five Once I caught a fish alive Six, seven, eight, nine, ten Then I let it go again. Say the poem and have children act it out. In a mystery bag have 10 fish numbered from 1 to 10. Select children to come out and ‘catch’ a fish from the bag. The children then have to sequence themselves in order from 1 to 10. Mystery number: Have numbers from 1 to 100 in a bag. Children select a number and think of as many possible questions that equal the answer which they have selected, e.g. If the number is 20 the questions could be 19 +1, 4 x 5, 100 ÷ 5 etc.

Go to www.readyed.net

Numbers 1 - 100 are provided on Page 30.

Ready-Ed Publications

Page 25

Length: Have children draw a reasonable size fish and cut it out. They then have to find as many things as they can that are the same size as their fish. Findings can be recorded on the back of their fish.

This is a Ready-Ed Publications' book preview. Length: Direct children to measure a line to a given length and then draw a fish the same approximate length underneath. Direct children to draw a fish the same length as their finger, pencil, hand, or a given number of centimetres.

Length: Ask children to follow your verbal instructions to draw an underwater scene. They draw the objects to a certain size, for example, “Draw a fish that is 30 mm long and 30 mm at its highest point”. Symmetry: Using the paint folding method, create symmetrical fish. Paint one fish on the side of the paper, fold to create an identical fish. Draw a large fish shape on the board or a chart and fill with number sentences. The children copy the number sentences and solve.

Art/Craft Water wash: Children use watery blue paint to totally cover the page. Let dry then paint fish onto the background and add weed using twisted crêpe paper. Symmetrical fish: Paint half a fish, longways on a half of a folded piece of art paper. Fold and rub down, then open and let dry. Once dry trace around the shape. Repeat outlines until the entire page is filled, e.g.

fold

Printing: Children collect a variety of objects that they could use to print an underwater scene. Cover the background using mixes of blues and greens. Silhouettes: Cut fish and underwater object shapes using coloured brenex squares and paste onto a paint wash background. Use the outlines provided on Page 31. Pleated fish: Provide children with an outline of a fish shape. Children colour with crayon. The shape is then pleated lengthways. Two shapes could be glued together to make a mobile fish. Use the shapes provided on Page 29 or Page 31.

Go to www.readyed.net Page 26

Ready-Ed Publications

Science

This is a Ready-Ed Publications' book preview. Pollution: Discuss what type of pollution affects fish. What does this pollution look like? Can we always see pollution?

Display pictures of clean water and polluted water and discuss the difference.

Activity: The children draw a clean waterway with safe wildlife, and a polluted waterway with no wildlife.

Physical Education Sharks and tuna: Same rules as cat and mouse. Two children are selected as ‘shark’ and ‘tuna’ and the rest of the class form a circle. The child who is the shark chases the child who is the tuna in, out and around the circle. The children in the circle lift their arms if they want to let the shark or tuna in or out and lower them to stop them getting through. Play for a defined time or until tuna is caught. What’s the time Mr. Shark? Same rules as What’s the time Mr. Wolf? Fishermen: Same rules as Tag. Two children have fishing lines (braids). They chase the other children who are the fish. When the fishermen tag a fish, that fish becomes a fisherman. Play within a defined area.

Go to www.readyed.net Ready-Ed Publications

Page 27

Name ...........................................................

Fish Parts

This is a Ready-Ed Publications' book preview. gills dorsal fin snout

ventral fin

pectoral fin

gill cover

anal fin

tail

eye

mouth

Go to www.readyed.net Page 28

Ready-Ed Publications

Name ...........................................................

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Ready-Ed Publications

Page 29

Name ...........................................................

NUMBER GRID This is a Ready-Ed Publications' book preview. 1

100

Go to www.readyed.net Page 30

Ready-Ed Publications

Name ...........................................................

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Ready-Ed Publications

Page 31

Name ...........................................................

This is a Ready-Ed Publications' Whatpreview. we did today book Relief T eacher: ........................................................... Teacher: Class: ........................................................................ Theme: ...................................................................... Time:

What W Wee Did: 9.00: .................................................................................................. 9.30: .................................................................................................. 10.00: ................................................................................................ 10.30: ................................................................................................ 11.00 .................................................................................................. 11.30: ................................................................................................. 12.00: ................................................................................................ 12.30: ................................................................................................ 1.00: .................................................................................................. 1.30: .................................................................................................. 2.00: .................................................................................................. 2.30: .................................................................................................. 3.00: .................................................................................................. 3.30: ..................................................................................................

Go to www.readyed.net Page 32

Ready-Ed Publications

This is a Ready-Ed Publications' book preview. Oceans For 5 - 12 year olds

Go to www.readyed.net Ready-Ed Publications

Page 33

Oceans

This is a Ready-Ed Publications' book preview. Spelling

Mind map: Draw an animal from the ocean on the board or a chart. Fill with ocean words brainstormed with the class.

Anagrams: Write a list of anagrams based on the word list. The children write the anagram and the answer. E.g: ails =

sail

last =

salt

mats = mast Select words from the anagram list and write and illustrate them in the booklet. Picture/word match: Write a list of ocean words onto the board. Children are selected to draw a picture to match. All children then write the words in their booklets and illustrate each word. Snap: Children select words from the list and make two matching sets of Snap cards or Memory cards. They can be used for both games. See Pages 43 and 44 for words that are ready-made. Alphabetical order: Teacher selects a number of words in random order and the children place in alphabetical order. Younger children can locate the ‘a’ ‘b’ ‘c’ ‘d’ words. Hidden words: Children draw an underwater or beach/coastal picture which includes hidden words from the list. Partners swap pictures and locate all of the words. Rhyming words: Using the list of words from the board the children work in groups to find as many rhyming words that they can in a given time, e.g. shark-bark.

Phonics Single sounds, blends and digraphs can be dealt with as below. Octopus - ‘O’ Construct an octopus and fill with ‘O’ words. e.g. Art paper Jelly fish

Crêpe paper

Draw and cut out on art paper Seahorse - ‘ea’. Construct a seahorse and fill with ‘ea’ words.

Go to www.readyed.net

Page 34

Ready-Ed Publications

Mystery bag 1: Fill a bag with words from the list. Each child dips into the bag and pulls out a word. He/she reads the word, then writes the initial letter. The child can then illustrate the word selected. More capable children can write the words in a sentence. See the word sheets on Pages 43, 44.

This is a Ready-Ed Publications' book preview. Mystery bag 2: Place pictures of animals and sea plants in a bag. The children pull a card out of the bag, say the initial sound and then think of 5 to 10 more words that begin with that letter (try and encourage sea words). Write and illustrate each word in the booklet. Use the sheet on Page 45 as a word/picture source.

Silly sea stories: With the children’s help, teacher writes silly sentences to do with the sea, e.g. Silly Sam swam in the smashing surf. Choose two letters which children can use to make up their own sound sentences.

Handwriting s s s s s s s S S S S S S S Silly Sue sea snake is sneaky. “wave patterns” as shown 1 2 3 4 5 Once I caught a fish alive 6 7 8 9 10 Then I let him go again. Why did you let him go? Cause he bit my finger so. Select other poems from the library, e.g. Graham Base: Sign of the Seahorse. Children write the poems into their booklets.This activity works well with more advanced writers, who can record parts of the poem onto art paper and illustrate their recordings using crayon or paint.

L anguage Sea voyage game: Children discuss the things that they might encounter on a sea voyage. Perhaps they are pirates or on a square rigger or a modern day ship or boat. Discuss what is needed to include in a board game. Demonstrate on the board ideas of how to construct a board game. The children use scrap paper to create their draft copy. Once they are happy with their draft, children transfer it on to art paper and decorate.

Go to www.readyed.net Ready-Ed Publications

Page 35

Class story: Begin the adventure with two characters. Children develop the story as a class cooperative activity and the teacher records. Two sentences per page works well. Children work in pairs to illustrate a page.

This is a Ready-Ed Publications' book preview. Select a story from the library and modify the text, either as a whole class or individually. Children change the characters’ names, the story setting etc. or write in the ending that they would like. This can be done with poems as well. Acrostic poems: e.g.

What a Huge Animal that Likes Eating plankton

Try these!

O C E A N

S E A

S H A R K

Shape poems: Select an ocean object and write a sentence in its shape, e.g. The slippery snake lives in the sea. Draw the snake to fit as below:

live in the sea . e k a s sn y r The slippe Tongue twisters: She sells sea shells by the sea shore. Children say this wellknown tongue twister, then write their own to give to a partner. Word pictures: e.g.

scary Eels are slippery

Sharks are

Select an ocean topic story. Read the title only and view the cover. The children write a story prediction and then listen to the actual story. Children rewrite the story in their own words and illustrate. Teacher presents a story beginning: Tim was diving in the sunken pirate ship when............. The children complete the story in their booklets. Mystery bag: Use a bag filled with sea objects, e.g. shells. Children are selected to put a hand in to grasp an object and describe and guess what it is. This can also be used as a categorisation and classification game. The maiden voyage: The children work in small groups. Each group brainstorms what they would need to take on a sea voyage and records ideas into their booklets. Share the ideas from each group and discuss. Each group is to then design a vessel that they would like to take on a maiden voyage. Critical thinking: Pose the question: “You are stranded on a deserted tropical island and all that you have with you are the following items - string, sticky tape, knife, balloon, and one sheet. How could you use these items to help you survive?” Work in small groups and record ideas into booklets. Share ideas at the end of the session.

Go to www.readyed.net

Page 36

Ready-Ed Publications

Maths Fishing: Use pre-made fish shapes with different number sentences written them (See the templates on Page 46). Place the fish into a pond shape or fish bowl (container). The children can either fish with a rod and magnet or dip into the bowl. Children record their â&#x20AC;&#x2DC;catchâ&#x20AC;&#x2122; and solve. Multiplication, addition, subtraction and division can all be used according to age and ability.

This is a Ready-Ed Publications' book preview. Area: Closed and open curves: Fishing net Provide the children with string. Pose the question:

Make a net that a fish can escape from (open). Make a net that a fish could not escape from (closed).

Children use the string and glue to make a pretend net which demonstrates the open and closed shapes. Area 2: On art paper children draw a picture of a beach scene. Leave room for beach towels. Provide graph or grid paper and instruct the children to cut beach towel shapes with specified areas, e.g. two towels with an area of 10 squares. Colour in patterns and glue on to picture. Position: Observe ocean pictures and charts. Discuss what is close, far away (distant) in relation to size. Draw a picture showing objects that are close and in the distance. Graph: Brainstorm for ocean animals and list on the board. Vote and record numbers for favourite animals. Discuss how the results could be represented so as to easily read the results and decide the favourite animal. Construct a column graph. Each child draws his/her favourite animal on a piece of card and glues it into the correct column. More advanced children could draw their own graph using grid paper for the columns. 2-D space: Jigsaw: Children draw an ocean/coastal scene and on the back of the sheet construct lines that form the pieces of the jigsaw. Cut the pieces to make the puzzles; share jigsaws.

Go to www.readyed.net Ready-Ed Publications

Page 37

Tangram: Construct fish shapes from tangram master on Page 47.

This is a Ready-Ed Publications' book preview. Use flat geometric shapes to form ocean shapes.

Volume: Sandcastles: Using a measuring cup measure the amount of sand used to build a variety of different sized castles, e.g. small, medium and large. Children count and record how many cups they used to build each castle. More advanced, or older children, can build castles using a specified amount of sand. Number: Addition, subtraction and multiplication. Teacher draws a picture of an ocean animal and fills it with number sentences. Children copy and solve. Problem solving: Present children with oral or written problems applicable to their levels, e.g. A pod of 20 whales had 10 calves. If each calf had one baby, how many whales would the pod have now? Go through the problem solving steps with the children before commencing individual work. See problem solving activities on Pages 41, 42. These sheets work well on an overhead projector, where the children record steps into their booklet.

Open ended question: The ‘magic number’ is ..., e.g. 8 or 550, depending on the ability of the children. The children then make up sentences or problems that end up with the ‘magic number’ as the answer, e.g. 5 + 3 = 8, 2 x 4 = 8. Division and multiplication: Oral activity: Have a collection of shells for this activity. Each child is given a handful of shells. Allow children time for free play making groups of shells. Pose questions, e.g. How many shells will you have if you make 3 bundles/piles/ groups of shells with 2 in each bundle? You have 12 shells. Share them equally between 6 crabs.

Social Studies Idea: How do we use our oceans? Brainstorm for ideas. Record on board or chart. Categorise the points: food, travel, sport/leisure. Divide children into groups and assign a category to each group. Provide children with magazines and stencils related to the group’s category. Children colour, cut, paste and write ideas onto charts for the group and then discuss what their group came up with in a class ‘sharing time’. Idea: How do people spoil our oceans? Brainstorm for ideas. Discuss and list. What happens to the animals, the plant life, and us if the oceans are polluted? In groups children decide on what could and does happen, and think of solutions, e.g. list steps that we could take to reduce the amount of rubbish that finds its way into the ocean. Class meets back after a set time for a discussion session. The scene could be set that they are at an international conference to save the oceans of the world.

Go to www.readyed.net

Design a poster to inform people what they can do to help our oceans. Think up slogans, e.g.

Let’s think! Don ’t put it down the sink! Don’t Page 38

Ready-Ed Publications

Science

This is a Ready-Ed Publications' book preview. Floating and sinking: Provide a range of items that will float and sink. Children write the names of the items or draw them. Children write an ‘f’ or ‘s’ beside the item’s name to estimate the outcome. In small groups experiment to see which objects float and which sink. Children check with their initial estimates. Problem: How do we make Plasticine float?

Children experiment with a piece of Plasticine with the task of making it float. See how many children come up with a boat shape. Once the ideal shape has been established they can try differently shaped vessels.

Labelling parts of a fish, whale, shark. Have a pre-drawn shape and cards naming parts of a fish. Children read the card and place it in the correct position on the fish. The shape could also be used as the centre of a mind map showing what the children know about the animal. Children draw their own shapes, or are provided with a stencil. Children label parts and list their mind map ideas. Game: Pin the tail on the fish. Read books and watch a video about a chosen sea animal. Children can then add the new information that they have learned to their mind map. Construct a page like that on Page 48. Use this page as a discussion starter or resource. Food chain: Start the chain with sea plants. Discuss what sea plants children know about. What eats the plants? Draw a line from the plant to the next level on the chain.

Children can draw their own diagrams or a copy can be provided where they fill in the main parts. Drama activity: Select children to play the part of each of the levels of the food chain. Break the class into groups and assign a section of the food chain for each group to draw. The class then sorts all of the pictures into the correct order. Endangered species: Discuss and provide pictures or videos of endangered animals and plants. Each group is given an animal to decorate. Collect the decorated animals and make an ‘Endangered Animal’ display. Group selects writers to record some information on their animal to present to the class.

Go to www.readyed.net

Ready-Ed Publications

Page 39

P/E 5 Animal race: Children sit in a circle and each is given a name of an ocean animal. Allocate 5 names and repeat around the circle. Teacher calls an animal name and those children get up and run around the circle in a clockwise direction, trying to beat the others back to where they started.

This is a Ready-Ed Publications' book preview. Crab obstacle course: Set up an obstacle course for the crabs to attempt. Children are on their hands and feet in a crab position. Killer whale and fish: Establish two parallel boundary lines a good distance apart. One child is chosen to be the killer whale. The killer whale stands in the centre with the other children (fish) standing on the boundary lines. The fish must run to the other boundary line without getting tagged by the killer whale. If they get tagged they then become killer whales. The last fish left is the winner.

fish

killer whale

fish

Go to www.readyed.net Page 40

Ready-Ed Publications

Name ...........................................................

This is a

Ocean Problems 1 Ready-Ed Publications'

Write the number sentence for these ocean stories and solve the problem.

book preview.

1. 5 fish swam into a cave and met 5 more fish. How many fish are there altogether? 5+5=

2. 2 octopus each have 8 tentacles. How many tentacles are there altogether? ........................................................................................................................ ........................................................................................................................ 3. 10 whales ate 1 fish each. How many fish did they eat altogether? ............... ........................................................................................................................ 4. If you had 9 shells and gave away 4, how many would you have left? ........... ........................................................................................................................ 5. If you build 12 sandcastles and 6 wash away, how many do you have left? ........................................................................................................................ ........................................................................................................................ 6. You find 5 rock pools, each containing 2 fish. How many fish are there altogether? ........................................................................................................................

7. The first ferry arrives at 1 oâ&#x20AC;&#x2122;clock in the afternoon and the next ferry arrives two hours later. What time does the second ferry arrive? ........................................................................................................................

Go to www.readyed.net Ready-Ed Publications

Page 41

Name ...........................................................

Problems -2 This is a Ocean Ready-Ed Publications' book preview. 1. A pod of .............. whales had ............... calves. How many whales would the pod

have now? ................................................................................................................ ..................................................................................................................................

2. In the same pod of whales, the calves had one baby each. How many whales would there be in the pod now? .......................................................................................... .................................................................................................................................. 3. One shark can eat .............. big fish in one mouthful. How many fish would ................ sharks eat all together? ........................................................................... .................................................................................................................................. 4. ................ seals can eat................ fish out of a school. How many fish would each seal eat if they ate equal amounts? .......................................................................... .................................................................................................................................. 5. The tide reaches the highest point on a wharf, which is ............... m above the bottom of the wharf, and the low tide reaches a mark which is ............... m above the bottom of the wharf. What is the difference between the high and low tide? ....................... m 6. A fishing reel has ............... m of line on it. If a fish swam away with the hook for ................ m and there was already ............... m of line out before you caught the fish, how much line is left on the reel? ...................................................................... .................................................................................................................................. 7. A fairy penguin has two chicks. Those two chicks then have two chicks each and these four chicks also have two chicks each. How many penguins are there altogether? Hint: draw a picture to show each lot of chicks. .................................................................................................................................. ..................................................................................................................................

Go to www.readyed.net

Page 42

Ready-Ed Publications

Name ...........................................................

This is a Ready-Ed Publications' dolphin book preview. dolphin seahorse

seahorse

crab

starfish

shell

ocean

Go to www.readyed.net

Ready-Ed Publications

Page 43

Name ...........................................................

This is a Ready-Ed Publications' book preview. wave wave beach

beach

whale

tide

water

surfboar d surfboard

surfboar d surfboard Go to www.readyed.net

Page 44

Ready-Ed Publications

MYSTERY BAG CARDS

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Ready-Ed Publications

Page 45

Name ...........................................................

maths fishing

This is a Ready-Ed Publications' preview. 2 +book 1 5+5 + + +

Go to www.readyed.net Page 46

Ready-Ed Publications

Name ...........................................................

This is a Ready-Ed Publications' bookTangram preview.

Go to www.readyed.net Ready-Ed Publications

Page 47

Name ...........................................................

ThisWhale is a Ready-Ed Publications' book preview. Dorsal Fin

Blow Hole

Tail Mouth

Pectoral Fin

Shark Dorsal Fin Secondar Secondaryy Dorsal Fin Gills

Tail Caudal Fin

Mouth Anal Fin

Pectoral Fin

Dorsal Fin Spines

Fish Gill Cover

Dorsal Fin R ays Rays

Snout Pectoral Fin

Go to www.readyed.net Anal Fin

Ventral Fin Page 48

Ready-Ed Publications

Name ...........................................................

What we did today This is a Ready-Ed Publications' book preview. Relief teacher: ............................................................ teacher:............................................................

Class: ........................................................................ Theme: ...................................................................... Time:

Go to www.readyed.net Ready-Ed Publications

Page 49

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Page 50

Ready-Ed Publications

This is a Ready-Ed Publications' Australian book preview.

animals for 7- 12 year olds

Go to www.readyed.net Ready-Ed Publications

Page 51

Australian Animals

This is a Ready-Ed Publications' book preview. Mind Mapping

Begin the day with a mind mapping session. Demonstrate on the board how to begin a mind map. The middle of the mind map could be â&#x20AC;&#x153;Australian animalsâ&#x20AC;? or, for younger children, an Australian animal that they know. Children can use lines to connect their ideas on Australian animals.

Spelling Write animal words on the board or on paper, and cover up. Describe the characteristics of an animal to the children and they guess its name. Record the animalâ&#x20AC;&#x2122;s names and any ideas about Australian animals into booklets. Brainstorm for words about Australian animals. Record on the board, inside a previously drawn animal. Make up a word sleuth using the words. Older children could draw up their own grid. Younger children can use grid paper. Children copy words onto cards and cut to make a jigsaw as shown below. Share with a friend when finished.

ala

Children unjumble animal words listed on the board. Younger age groups could be given the initial letter to help them find words. Use the words on Page 57 for Snap and Concentration. Have children draw the animals named - the first has been done for them. The sheet can then be copied twice so the games can be played. Have the class invent word codes, e.g. A = 1 B = 2 C = 3

Write the code on the board or on a piece of card to use again.

Phonics Select an animal and use the initial letter as the Letter of the Day. Brainstorm for words beginning with that letter. Write the letter around the border of a piece of paper and have the children fill the inside with words or pictures of things beginning with the letter.

Go to www.readyed.net

Construct playdough or Plasticine letters and words.

Page 52

Ready-Ed Publications

Children make up an animal alphabet -

A - for angel fish B - for bat, etc.

This is a Ready-Ed Publications' book preview. Demonstrate the idea of alliteration poetry: Willy the wombat will waddle when he wanders in the water. Have children write their own alliterative poems about an Australian animal.

Construct large letters using paint or crayon. Cut out the shape, and fill in with little letters, e.g. PP P P P PP PP

Handwriting Copy letter patterns and words into booklets. Lined paper would be preferable for this activity. Paint lines of letters, with each letter in a different colour. Finger paint letters. Copy and illustrate poems or sections of poems about Australia and illustrate.

L anguage Poetry: Acrostic poem:

W O M B A T

Select a poem about Australian animals and children copy and illustrate. Haiku: Explain the idea of Haiku:

5 syllables on first line 7 syllables on second line 5 syllables on third line Have children write Haiku poems about their favourite Australian animal. Story Writing:

Read an Australian animal story. Discuss the characters and the storyline. Children retell the story in their own words. Write the beginning of a story on the board or on a chart. The children complete the story, writing it into their books. Class story 1: Children sit in a circle. Select someone to start an Australian story. Each child continues the story by contributing one sentence. Class story 2: Create three characters and list them on the board. Children suggest possibilities for a story about the characters. Record in the form of a mind map.

Go to www.readyed.net In a small group, the children can create a shared story into books made from butcherâ&#x20AC;&#x2122;s paper. Ready-Ed Publications

Page 53

Read a story and construct a story map using illustrations and key words. Character sequencing. Read a story to the class. The children list the characters and put them in the correct sequence according to when they were first mentioned in the story.

This is a Ready-Ed Publications' book preview. Children sequence pre-made sentences from the story. Illustrate each sentence and construct a book.

Group Games: How many Australian animals can children think of in 2 minutes. Review each group to hear their list and record on the board. Children attempt to write the sounds of as many Australian animals that they can think of. How many Australian animals can children think of that start with ..., e.g. the letter T. Wanted poster: Wanted: Wally Wombat Crime: Digging holes under the Sydney Opera House Description: Reward: Picture of the suspect: What Australian animal would you like to be? - Describe your appearance. - Why would you like to be that animal? - Where do you live? - Who are your other animal friends? - Draw a portrait of yourself. (This activity could be a mini research unit.)

Maths Position and Counting: Children follow oral instructions, e.g. 1. Draw a tree and fill it with 10 koalas. 2. Draw 5 red belly black snakes under the tree. The children can then come up with ideas of what to draw and where to position it. Ordinal number: Use jumbled number cards 1 to 10 or 1 to 20. Children unjumble and place in the correct order. Place the cards in a wiggly line to represent a snake. Children then draw a snake and fill it with the correct ordinal numbers. Play â&#x20AC;&#x2DC;Kangaroosâ&#x20AC;&#x2122;: Children do the specified number of jumps. For more advanced children, use numbers up to 100. Number: Lay a line of numbers from 1 to 20 on the floor and have children order them. Play a game called Wallaby Hop. Children stand on a number and hop like a wallaby to work out a given number sentence, e.g. 1 + 3 = 4. Start on 1 and jump 3 spaces to solve the problem. Symmetry: Create an Australian symmetrical bug using fold painting. Fold a piece of art paper. Paint on one side with blobs and dots etc. Then fold over and rub. Open and wait for it to dry. Children outline the bug shape they want and fill in the details.

Go to www.readyed.net

Measurement: Lizard tail measurement. Using pre-cut lengths of paper the children decorate a lizard tail. Take the children outside to find things the same length as their tails. Record results in their booklets. More advanced children can work in millimetres and centimetres.

Page 54

Ready-Ed Publications

Numeration: Children write the numerals 1 to 20 on cards. Younger children could just write the numerals while older children can write the word for the numeral.

This is a Ready-Ed Publications' book preview. Work in pairs to make a set of Snap cards or Concentration game cards. More advanced children could choose their own numbers.

Social Studies

Mapping: Provide a copy of an Australia map for each child. More able children could trace from an atlas. Children locate and name the states and territories.

Each state has an emblem. Provide the children with copies of the emblems and discuss where they belong. Glue them in the correct states. The sheet on Page 58 can be used for this. Endangered animals: The school may have videos, posters and books on endangered animals. Have children select an animal and find out some information about it. Discuss and list some endangered animals and discuss and record what we can do about the problem. Each child designs a poster to increase awareness about the endangered animal they researched.

Science Categorising animals: Select about 4 types of animal e.g. fish, birds, mammals, reptiles. Provide a number of random examples of each type of animal, which children categorise under the correct heading, i.e. Fish, Bird, etc. Discuss and list the features of the animal types, e.g. mammals - warm blooded, feed their young milk; reptile - scales, cold blooded, etc.

Art Blob echidna: Fold page in half and open. Paint a blob on one half. Fold and press. Open up again, let dry and trace around the shape. Fill in echidna features and glue straws to its back for spines. If you donâ&#x20AC;&#x2122;t have any straws then roll small pieces of paper for the quills. Koala-sketching: Use a marker to divide the board or large piece of paper into 4, keeping the cross shape in the centre. Demonstrate sketching using each segment to get a symmetrical head. Children divide their page in a similar fashion and attempt their own animal head. Construct animals with playdough. Give children instructions, e.g. a snake coiled up. Free play is a great introduction to the activity. Geometric shape animals: Use commercial wooden geometric shapes to create animal shapes. Trace around the shape and colour. Leaf rubbings: Collect fallen leaves and place under paper. Use a crayon to rub over the paper to create shapes of animals.

Go to www.readyed.net

Paste fallen leaves onto the paper to create an animal and a wildlife scene.

You have discovered a new Australian animal. Illustrate it and its environment.

Ready-Ed Publications

Page 55

Physical Education Relays: Australian animal movements, e.g. Kangaroo hops, wombat walk, galah flying etc.

This is a Ready-Ed Publications' book preview. Kookaburra and the Mouse: Same rules as Cat and Mouse.

Two children are selected and the rest of the class form a circle. The child who is the kookaburra chases the child who is the mouse in, out and around the circle. The children in the circle lift their arms if they want to let the kookaburra or mouse in or out and lower them to stop them getting through.

Bower birds: Place 6 hoops in a circle and one in the middle. Fill the one in the middle with bean bags. The ‘bower birds’ from each hoop have to steal the bags and return to their nest one at a time. They can steal from other’s nests as well. The bird with the most bags after a time limit wins. Skipping: Skipping ropes. Each child has own rope. Free play Jumping side to side over the rope and front to back. Skipping relays. Long ropes. Jumping in the middle and learning how to run in to jump and out again. Rhymes: Kookaburra, kookaburra turn around. Kookaburra, kookaburra touch the ground. “

“

turn out the light.

“

say goodnight!

The children then close their eyes and jump until stopping the rope. Possum up the tree: Place hoops on the ground as trees. Have enough trees for all possums but two. When the whistle blows the possums must find a new ‘tree’. Two will miss out. They get to try for a new tree on the next whistle blow. Gradually remove hoops.

Go to www.readyed.net Page 56

Ready-Ed Publications

Name ...........................................................

This iskangar a oo Ready-Ed Publications' wombat possum kangaroo book preview. red belly black snak snakee

platypus

wallaby

bilby

dingo

salt water cr ocodile crocodile

emu

ra kookabur ookaburra

Mur ray cod Murray

Go to www.readyed.net Ready-Ed Publications

Page 57

W.A. Red & Green Kangaroo paw; Numbat & Black swan.

Page 58

S.A. Sturt’s Desert Pea; Hairy Nose Wombat & Magpie.

NT Sturt’s Desert Rose.

Tas Blue Gum; Eucalypt.

This is a Ready-Ed Publications' book preview. Vic Leadbeater’s Possum; Common Heath.

NSW Platypus & Kookaburra; Waratah.

QLD Orchid; Koala.

Name ...........................................................

Go to www.readyed.net

Ready-Ed Publications

Name ...........................................................

What we did today This is a Ready-Ed Publications' book preview. Relief T eacher: ........................................................... Teacher: Class: ........................................................................

Theme: ...................................................................... Time:

Go to www.readyed.net Ready-Ed Publications

Page 59

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net Page 60

Ready-Ed Publications