montessori learning ideas
TRANSCRIPT
Montessori
learning ideas
THE FMS LEARNING FROM HOME SERIES PACK FOR
Upper Primary (9-12 years)
8Monday 30 August 2021
Term 3 2021
Week
Hello 9 – 12 children and parents
Welcome to Week 8 and by the end of the week, Spring! Each day is getting longer and
it’s great to wake with the sun up and the darkness gone. Time sure flies by and the end
of the term is near.
Let’s treat this week and week 9 as review weeks. This is a chance for our students to
catch-up on any work they may have missed and to make sure that our work for the UN
project, Climate Change, Geography and Writing Workshops is top notch. In each of
these content areas there is still much work to do. Please use the supplied updated
checklists to get back on track. We are also looking forward to the UN project
presentations in week 10.
Last week we enjoyed the second FMS Live Show ‘Street Design’ with Willem Snel. This
was a great opportunity to focus on the built environment around us and our students
provide lots of examples for ways they could improve their local and the school
streetscape. In this pack we have activities that focus on your local area and how you
can dream big as you redesign your street. We look forward to seeing what you come
up with.
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This week our students have stepped up and into the kitchen. We have three
great recipes supplied by Rafael, Abigail and Alexander for you to try. If you
have a favourite recipe, sweet or savoury, please send it in.
Well, what’s on this week? We have two big events! On Tuesday 31 August
we are celebrating Maria Montessori’s birthday. At 11.00 am, we are holding a
special Q&A with one of the founders of FMS, Jenny Williams. On Wednesday
1 September at 10.00 am, we will be enjoying a live Masterchef class with
Saide and Adrian to bake banana bread. Please join in and send us
photographs of the process and finished product!
We hope that you have a wonderful week and that you continue to share the
children’s work with us. Don’t forget that the groups and times for our Zoom
Check-in on Tuesday 31 September have changed. Please check this week’s
schedule.
As always please reach out to us if you have any questions.
Warm regards
Lauren, Tamlin and Anthony
Upper Primary (9 – 12 years) Staff
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10 easy to follow etiquette rules
for the Zoom classroom*:
Have materials ready1Stay in one spot during the Zoom2
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Don’t use a fun background3Know when and how to use mute4
Find a quiet spot5
Be presentable
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Be respectful
7 Wait your turn
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Be on time
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Private chatting with your
classmates is not allowed at
anytime during a Zoom
classroom.
Only use the chat function if
you need to talk to the teacher.
If you cannot follow these steps
your teacher will ask you to
leave the meeting.
* Note: Zoom meetings may be recorded by FMS for
quality control including records of students using the
chat function.
Week 8 Zoom meetingsThis week you will be joining your classmates in on-line Zoom meetings.
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Week 8: Tuesday 31 August 2021
Year Level Check-in
Time Group Participants (Parents if you are free please join us)
9.15 am – 9.45 am ASarvesh, Dexter, Harlem, Quinten, Mia, Archie, Alexander, Sage, Maya, Michael, Grace, Gabriel, Rafael, Leia
10.00 am – 10.30 am BPhoenix, Kayla, Sophie, Abigail, Neste, Gabriella, Tully, Sara, Daniel, Zoe, Ty
Maria Montessori’s Birthday & FMS Founder’s Day
11.00 am – 12.00 pm All 9-12 students and parents are invited to participate in this event.
Week 8: Thursday 2 September 2021
Zoom Creative Writing Workshops
Time Group Participants (Parents if you are free please join us)
9.15 am – 9.45 am 1 Sarvesh, Dexter, Harlem, Quinten
10.00 am – 10.45 am 2 Mia, Alexander, Maya, Grace, Rafael, Kayla, Abigail, Gabriella, Sara, Daniel, Ty
11.00 am – 11.45 am 3 Archie, Sage, Michael, Gabriel, Leia, Phoenix, Sophie, Neste, Tully, Zoe
What to bring to your Zoom classroom meetings
Week 8: Tuesday 31 August 2021
• A copy of the ‘FMS learning from home pack, week 8.’
• A note book or piece of lined paper, pencil, sharpener and eraser.
• Your United Nations research topic, project checklist and presentation cue cards.
• Your completed Climate Change work: Year 4 - Concept map and polar bear research sheets | Year 5 and 6 - Green turtle information report
• Your completed Erosion by wind ‘Did you know?’ poster
Thursday 26 August 2021
Zoom Creative Writing Workshops
Time: Group: Participants: (Parents if you are free you may join in)
9.15 am – 9.45 am 1
Sarvesh, Dexter, Harlem, Quinten
Please bring: • lined paper • pencil, sharpener and eraser • The ‘5 + 1Senses’ pictures with questions and answers plus your published tension scene.
10.00 am – 10.45 am 2
Mia, Alexander, Maya, Grace, Rafael, Kayla, Abigail, Gabriella, Sara, Daniel, Ty
Please bring: • lined paper • pencil, sharpener and eraser • your completed ‘The Box’ story for sharing.
11.00 am – 11.45 am 3
Archie, Sage, Michael, Gabriel, Leia, Phoenix, Sophie, Neste, Tully, Zoe
Please bring: • lined paper • pencil, sharpener and eraser • your completed ‘The Box’ story for sharing.
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A special delivery is on its way to every FMS family.
The Creative Toolkit contains:
• art materials to explore your creativity at home and for your contribution to the Art Auction
• a cooking apron for you to wear during the FMS Live MasterChef
• 40th Anniversary card for World Teachers’ Day.
Art Auction
Tamlin will be teaching you some cool art techniques via zoom next week so look out for information in your Week 8 Learning from Home Pack. The idea is to create your own unique contribution to the Art Auction during lockdown and then to send it back to FMS in week 1 of Term 4 2021. Of course, if we’re all back at school then you can deliver it in person.
We will then produce the group art works ready for the Art Auction whilst our amazing community Team prepare for the online art Auction.
FMS Live show-MasterChef with FMS Parents Saide & Adrian! 10.00 am Wednesday 1 September
Put on your FMS aprons and head into the kitchen for a fun cooking session with Saide Saad Arcaraz and Adrian Vasquez Rosas!
Saide and Adrian are Emilia’s parents in Christine’s Pre-Primary class. They are both experienced chefs and are hosting our very first FMS MasterChef LIVE Show!
Saide and Adrian have been chefs for over 10 years, working in multiple countries and cooking in many different hotels and restaurants. They have been living here in Australia for over two years and specialise in cooking delicious Mexican cuisine.
They are going to show us all how to make a yummy banana bread, a definite favourite in many homes!
World Teachers’ Day
To celebrate World Teachers’ Day, you are invited to write a thank you message to your teachers at FMS, one card for each of your teachers. Did you know that showing gratitude, thankfulness or gratefulness, from the Latin word ‘gratus’ is a way of making you feel happy too! Positive psychologists like Martin Seligman believe that practising gratitude is an effective way to connect with meaningful memories, feel happier and be more satisfied with our lives. You will also bring lots of joy to your teachers who are missing you all very much! Send your cards back to FMS and we’ll post them in your teacher’s pigeonholes as a surprise.
Watch the video to learn more
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On Tuesday 31 August we celebrate Dr Maria Montessori's birthday! We would love everyone to join us online as we acknowledge this special day, and also honour our FMS Founders and all those who have contributed over the last 40 years and into the future to the school’s success.
To mark this special occasion, we are unveiling a new plaque on the water fountain outside reception. Each time you see this plaque, in addition to acknowledging Dr Maria Montessori, we are also reminded of the dedication and hard work of our Founders all those years ago, without whom we would not have our beautiful School today.
Dr Maria Montessori's Birthday & FMS Recognition of our Founders
11 am Tuesday 31August
Here are the details to join via Zoom:
Meeting ID: 889 5591 3350
Passcode: At81ne
It is thanks to their strong belief in Maria Montessori’s vision for education, that we have the opportunity to provide your children with a Montessori education that you and they can be proud of
One of our FMS Founders, Jenny Williams, is going to be joining us virtually at 11 am on Tuesday 31 August, via Zoom, to take part in a Q&A answering any questions you might have about the history of FMS and how it all began over 40 years ago.
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MasterChef with FMS Parents Saide and Adrian 10.00 am Wednesday 1 September
Put on your aprons and head into the kitchen for a fun cooking session with
Saide Saad Arcaraz and Adrian Vasquez Rosas!
Saide and Adrian are Emilia’s parents in Christine’s Pre-Primary class. They are
both experienced chefs and are hosting our very first FMS MasterChef LIVE
Show! Saide and Adrian have been chefs for over 10 years, working in multiple
countries and cooking in many different hotels and restaurants. They have been
living here in Australia for over two years, and specialise in cooking delicious
Mexican cuisine.
Today they are going to show us all how to make a yummy banana bread, a
definite favourite in many homes!
Please make sure you check to see that you have all the ingredients and cooking
utensils needed on the day.
Looking forward to seeing lots of mini Masterchefs in their kitchens soon!
Here are the details to join via Zoom:
Meeting ID: 820 8197 7903
Passcode: 3R7uYt
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Save the Date
Week 9
Tuesday 7 September
FMS Alumni Panel and Q & A
7.00 pm
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Are you interested to hear from some of our FMS Alumni about their memories from their time at FMS and how they managed the transition to secondary school, university and beyond?
Join us 7 pm Tuesday 7 September for a special evening where we catch up with some of our FMS Alumni over the years, and hear from them about their experiences.
There will be time for you to also ask them questions directly so make a note of anything you are curious about!
Here are the details to join via Zoom:
Meeting ID: 852 4264 3147
Passcode: M4N9y6
Watch the recording of the Book Week Livestream
over and over again all year long
Join the FMS performance:
https://vimeo.com/590806676/5a5d8c83d2
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Continue to enjoy all the resources below:
Bigger, Better, Brighter Meet the Actors
https://vimeo.com/579385090
Bigger, Better, Brighter Dance Tutorial
https://vimeo.com/580985863
Bigger, Better, Brighter Student Activities
https://www.performeducation.com/bw-aus-live-resource-page
FMS Online Book Fair | The Children’s Bookshop Glebe
This year we have partnered with The Children’s Bookshop in Glebe to host an online Book Fair for our FMS families!
Starting Monday 23 August and finishing on Thursday 16 September (last day of term 3), you can visit The Children’s Bookshop website, purchase as many books as you like, and your books will be delivered (COVID safely) to your home.
10% of all sales will be donated back to our school library for future book purchases. There is a wonderful selection of books on offer for all ages (some for parents too!) and you can also donate directly to our school library by noting ‘Donation to Schools’ in the comments section before you pay for your purchase, or selecting a monetary amount that you would like to also donate to FMS.
Please let us know if you have any questions – happy reading!
The Children’s Bookshop Glebe
https://www.thechildrensbookshopspeakersagency.com.au/book_fairs/
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We hope you have received your box of goodies from the school and are ready to enjoy what’s
inside!
For ideas on how how you can be creative with the art materials in your pack visit the FMS Virtual
Classroom.
https://docs.google.com/presentation/d/15falPkJiFQ1CSWPa_TWR6NFeB5Y1jAzp1e7zHs
kCC8E/edit?pli=1#slide=id.gea1a532fab_4_33
Once in the Virtual Classroom click on the different objects to discover video tutorials and fun arty
activities to you can try at home using your new equipment.
9 –12 Visual Arts: The Art Packs
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The 9 – 12 Art Auction masterpiece will be an imaginative scene of the children thriving together showing their
personality, interests and connection with each other.
In your art pack there is a folder titled Art Auction 9 – 12 with different types of special paper inside. You will take
photographs of yourself that tell a story about who you are and then draw from your favourite pictures using the art
materials in your pack. Take a photograph of each beautiful artwork and put them back in your envelope to
keep them safe. We will be collaborating digitally by working online to arrange all of the drawings in one giant
scene in the following weeks.
Join us every Monday afternoon for your art lesson and check out the video tutorial for what to do
on the FMS Virtual Classroom.
https://docs.google.com/presentation/d/15falPkJiFQ1CSWPa_TWR6NFeB5Y1jAzp1e7zHskCC8E/
edit?pli=1#slide=id.gea1a532fab_4_33
The 9 – 12 Art Auction Masterpiece
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Week 8: Monday 30 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
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Week 8: Tuesday 31 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
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Week 8: Wednesday 1 September 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
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Week 8: Thursday 2 September 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
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Week 8: Friday 3 September 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
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Mindfulness
and Wellbeing
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Street Design with Willem SnelThe following activities are a follow-up to the FMS LIVE Show Street Design with Willem Snell on Wednesday 25 August.
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What are built environments? Use this page to write or draw your ideas about what some built environments might be.
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A walk down my street Go for a walk down your street. In the table below, use words or drawings
to list the natural and man-made features you find on your walk.
Man-made features I found in my streetNatural features I found in my street
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Built environments – My street inquiry task
What are the main features of this built
environment?
What is this built environment used for?
Who uses it?
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Built environments – My street inquiry task
How is this built environment cared for? How might this environment change over
the next 10 years? What will probably stay the same?
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Built environments – My street inquiry task Draw and label a picture of how you would like your street to look. What changes would you make? Why?
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Kitchen chemistry: Kids can cook
This week I’m proud to say ‘I’m not cooking!’ Why?
Three of our students have been busy in the kitchen cooking
up a storm. This week Rafael, Abigail and Alexander share
their favourite recipes. So, if you would like other students
to enjoy your creations just send in your favourite recipes.
Have fun and enjoy these student creations!
One chef hat = Pretty easy to make
Two chef hats = Medium level
Three chef hats = Hardish to make
Raffa’s recipe difficulty levels
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Kitchen chemistry: Kids can cookIngredients
Difficulty: .
Bananas, medium sized, ripe 4
Raw sugar cup
Desiccated coconut 1 cup
Desiccated coconut, extra 4 tablespoons
Eggs 2
Lemon
White sugar 2 tablespoons
1. Preheat oven to 180ºC (160ºC for fan forced).
2. Slice bananas and put them in a large mixing bowl.
3. Squeeze lemon juice on the bananas.
4. Add raw sugar, 1 cup desiccated coconut and eggs. Beat
with a whisk or electric beater until smooth and creamy.
5. Pour the mixture into a 23 cm round ceramic pie dish.
6. Sprinkle the rest of desiccated coconut and white sugar
on top.
7. Bake for 25-30 minutes until golden brown.
8. Scoop out the pudding and enjoy with cream or ice-
cream.
½
½
Raffa says ‘I like to make this dish because I love bananas.’
Hint: It is easier to make the mixture smooth and creamy
using an electric beater rather than whisk.
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Kitchen chemistry: Kids can cook
Abigail says ‘One of my best friend’s grandma made
this recipe and from the first time we tried it we’ve
always loved it.’
Hint: Make sure you melt the chocolate, butter and
sugar over hot water. It's not the same when you
microwave it to melt it. I like it best with milk
chocolate.
Ingredients
Difficulty: .
Rectangular slab tin 20 x 30cm
Dark or milk chocolate, chopped 300 grams
Unsalted butter, chopped 125 grams
Caster sugar cup
Eggs, beaten 2
Plain flour, sifted 1 cup
White chocolate bits 100 grams
Rolos’ or other caramel filled chocolate, chilled
2 Packets
¾
1. Preheat oven to 180c (160c fan forced).
2. Line base and sides of slab tin (20cm x 30cm) with baking paper.
3. Place chocolate, butter and sugar in a heatproof bowl, set over a
pan of simmering water. Stir until chocolate and butter have melted.
4. Remove from the heat and let cool for 5-10mins.
5. Stir in the eggs.
6. Mix in the flour and stir in the white chocolate bits.
7. Spoon into the tin.
8. Use a small knife to mark out 18 squares and place a Rolo in each,
pushing it into the mixture.
9. Bake for 30-35 minutes.
10. Allow to cool for 10-15mins before cutting into pieces.
11. Enjoy!
Ingredients
Difficulty: .
Dates, Medjool, pitted and soaked 1 cup
Almonds 1 cup
Coconut oil, organic 2 tablespons
Cacao powder, raw 2 tablespons
Sea salt 1 Pinch
Coconut, shredded, unsweetened 1/4 cup
Alexander says ‘I like to make these delicious balls for me
and my family because they are so yummy and have no
added sugar. You can decorate them using your imagination
and dipping them into cocoa powder or shredded coconut.
We always want to make more. I hope you will enjoy them as
much as we do. Enjoy!’
Hint: In case that they do not stick together well, add a bit
more coconut oil. 1. Place pitted dates in a bowl of water and soak for
30 minutes.
2. Place all ingredients into a standard sized food
processor and mix until fully combined. Stop
processing occasionally and scrape the sides to
ensure equal blending.
3. Once fully combined, roll mixture into walnut sized
balls with your hand and roll in shredded coconut.
4. Cool in the fridge or freezer and serve chilled for
best flavour and texture. Enjoy!
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Kitchen chemistry: Kids can cook
Montessori Model
United NationsWeeks 8 and 9
Contributing question:
What are the 60 ways the United Nations can make a difference to people’s lives around the world?
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• There is no new content for Weeks 8 and 9. Use this time to review all the work we have done so far.
• Use the checklists to make sure you have completed all set work. If possible put all completed work together in sequence in a file or binder.
• Work on bringing your UN Project to an end, making sure that all required areas are well developed and finalised.
• Prepare and practice a 4 minute presentation which should include presentation notes or cue cards, posters and other aids.
• All students will present their projects in Week 10.
Montessori Model United Nations Use this checklist to review all content from Week 1 to 7.
Please fill out this sheet and post to Transparent Classroom or email to [email protected]
Week 1 Pack
United Nations Crossword Puzzle
Create a ‘Question and Answer’ fact poster
Week 2 Pack
Who are the member states of the United Nations?
United Nations observance day poster
Week 3 Pack
What is the United Nations emblem and flag? – comprehension activity
Draw the United Nations emblem and flag
Design a FMS MMUN flag or banner
Weeks 4, 5, 6, 7 and 8 Packs
Research project: Investigate a way the the United Nations makes a difference in the lives of people
Focus on how the issue is affecting people at a local level – problems and solutions
Focus on how you will creatively present your research and findings
Prepare a 4 minute presentation
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Final Project Checklist – My topic
To do Completed Notes to self
I have identified and stated 3 problems or issues regarding this topic.
I have identified and stated how the UN is trying to solve these problems or issues.
I have identified and stated any local issues or problems related to the topic.
I have identified and stated how I can make a difference at the local level, including what I can do to raise awareness of the problems or issues.
I have presented my work in a creative way. This includes neat, legible writing. I have paid attention to sentence construction, spelling and punctuation.
I have worked out how I will present my work to the class over Zoom. I know I have 4 minutes presentation time. I have prepared cue cards and other aids to help with my presentation.
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Week 10 United Nations Project Presentations
Please note which day you will be giving your presentation.
Week 10: Tuesday 14 September 2021
Time Group Participants (Parents if you are free please join us)
9.15 am – 10.15 am ASarvesh, Harlem, Mia, Sara, Dexter, Archie, Alexander, Sage, Ty, Tully, Abigail, Gabriel, Grace
Week 10: Thursday 16 September 2021
9.15 am – 10.15 am BRafael, Michael, Gabriella, Zoe, Sophie, Maya, Leia, Daniel, Kayla, Neste, Phoenix, Quinten
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Climate Change Science year 4
Week 4 Pack: Biological Sciences
Living and non-living things: prior knowledge chart
Identifying living, non-living and once-were-living things: sort and classify
Take a look around you chart: identifying living, non-living and once-were-living things
Construct a text: living things
Construct a text: non-living things
Once-were-living-things: sort and classify
Construct a text: once-were-living-things
How do you know? chart
Week 5 Pack: Biological Sciences – How scientists write about living things
From scientific language to plain english activity with Montessori grammar symbols
Create a text: Research and written animal report using Montessori animal question and answer cards
Week 6 Pack: Biological Sciences
Create a text: Research and written animal report using Montessori animal question and answer cards
Week 7 Pack: Inquiry - the endangered polar bear
Concept map 1: the endangered polar bear
Polar bear research sheets with Montessori Question and Answer Cards, photographs and notes x 6
Week 8 Pack: Inquiry - the endangered polar bear
Concept map 2: the endangered polar bear - adding notes from videos and website sources
Adding additional notes to the polar bear research sheets with Montessori Question and Answer Cards, photographs and notes x 6 from video and website sources.
To d
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Climate Change Science year 5 and 6
Week 4 Pack: Biological Sciences – Animal adaptations
Adaptations of arctic animals research chart
Cat adaptations: agility research chart
Anti-predator adaptations research chart
Plant adaptations research chart
Behavioural adaptations research chart
Construct a text: What is adaptation?
Week 5 Pack: Biological Sciences – Green turtle research
Note taking: notes about structural and behavioural adaptations
Green turtle research with the Montessori animal question and answer cards
Raine Island Recovery Project chart and notes
Green turtle | World Wildlife Fund chart and notes
Department of Environment | Queensland chart and notes
Cooling turtle nests | World Wildlife Fund chart and notes
Distribution of green turtles: research and map activity
Week 6 Pack: Biological Sciences – Green turtle research
Note taking: notes about structural and behavioural adaptations
Green turtle research with the Montessori animal question and answer cards
Raine Island Recovery Project chart and notes
Green turtle | World Wildlife Fund chart and notes
Department of Environment | Queensland chart and notes
Cooling turtle nests | World Wildlife Fund chart and notes
Distribution of green turtles: research and map activity
Week 7 Pack: Biological Sciences – Green turtle research
Write like a scientist: Green turtle information report
Week 8 Pack: Biological Sciences – Green turtle research
Write like a scientist: Green turtle information report, publish and email to [email protected]
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Please fill out this sheet and post to Transparent Classroom or email to [email protected]
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Year 4: Climate change science
*Parental Note: please preview all videos and websites. Our young students can act on climate change without viewing tragic images of starving polar bears.
In week 7 we began our study of the endangered polar bear. We are beginning to understand that the reason for the endangered status of the polar bear is human induced climate change.
This week we will watch some videos* or visit websites* about the polar bear. Before you watch the videos or visit the websites you will need to have in front of you the following materials:
• Pencil and paper
• The 2nd Concept Map (next page)
• The 6 polar bear research pages for each question: - In which element do they live? - What do they eat? - By what means do they move themselves? - How do they reproduce? - How do they care for their offspring? - How are they viewed by humans?
As you watch each video or visit a website record any notes on the 2nd Concept Map and in the notes section of the research pages. We will use these notes next week to write up a polar bear information report.
Polar Bears International
https://polarbearsinternational.org/
A resource for information on polar bears and their Arctic habitat.
Information texts, videos, photos and live cam feature.
National Geographic
https://www.nationalgeographic.com/animals/topic/
wild-life
Video series: WildLife: The Big Freeze. Episodes 1, 2 & 4.
Britannica
https://www.britannica.com/animal/polar-bear
A resource for information on polar bears and their Arctic habitat.
Information texts, photos and videos.
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Classification
Ways humans are helping
Risks from Climate Change
Scientific Name
Life Cycle
Location & Habitat
Appearance
Hunting Behaviour
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Year 5 & 6: Climate change science
Your task this week is to finish writing your information report on the green turtle. When you have finished your draft, proofread and edit before typing it up. Publish your work with pictures and diagrams. Email your published information report to [email protected] no later than Week 9 Friday 10 September.
This week we are going to construct an information report on the green turtle paragraph by paragraph. On a new page in your work book write the title ‘Green Turtle Report’.
With your research information by your side we will work on each paragraph.
1. Classification and habitat: Write a well structured paragraph that introduces the green sea turtle. Give it’s scientific classification and latin name. Write a general description. Then write where it is located. Finally end the paragraph with information about it’s distribution. You can include a diagram showing location and distribution here.
2. Physical adaptations: Write a well structured paragraph that defines each of the structural adaptations such as body parts, body covering, size, shape and colour. You can include labelled diagrams showing each of the structural adaptations here.
3. Behavioural adaptations: Write a well structured paragraph that defines each of the actions that help the green turtle to survive. You can include labelled diagrams showing each of the behavioural adaptations here.
4. Risks from climate change: Write a well structured paragraph that lists and defines the risks. You should draw information from your notes on ‘Raine Island Recovery Project’, ‘ Department of Education and Science Queensland’ and ‘Cooling turtle nests – World Wildlife Fund’. Drawings, diagrams and charts can add to this section.
5. How humans are helping: Write a well structured paragraph that lists and defines how humans are helping the green turtle. You should draw information from your notes on ‘Raine Island Recovery Project’, ‘ Department of Education and Science Queensland’ and ‘Cooling turtle nests – World Wildlife Fund’. You may need 2 paragraphs for this section. Drawings, diagrams and charts can add to this section.
6. Proofread and Edit: Read your draft out aloud. Does it make sense? Make changes as necessary. Check spelling, punctuation and grammar. Use the writing proofreading and editing charts.
7. Publish: Type up a good copy of your information report and email to Anthony.
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Mathematics
for Year 4 Copy the following examples into your workbook. Use a ruler and red pencil for all lines. Remember to show all working.
Can you make up your own problems to match?
Year 5 and 6 students can also have a go of these problems as a review.
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A pair of perpendicular lines called axes intersect at 0 for each line. A given point on the plane is located by using an ordered pair of numbers called coordinates. The first number (”x” value) indicates how far to travel from the origin horizontally along the x-axis, and the second number (”y” value) indicates how far to travel vertically along the y-axis.
Using the coordinate grid of Geo City, answer the following
questions:
• What is the ordered pair for the location of the police
station?
• Which location can be found at coordinates (6, 4)
• Which location can be found at coordinates (-5, -2)
• What is the ordered pair for the location of the school
• Which location can be found at coordinates (-4, 5)
• What is the ordered pair for the location of the library?
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43Now that you have found the estimated area, can you find the actual area of each rectangle?
Mathematics
for Year 5 Copy the following examples into your workbook. Use a ruler and red pencil for all lines. Remember to show all working.
Can you make up your own problems to match?
Year 5 students can also have a go of the year 4 math as a review, and year 6 if they want a challenge.
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Mathematics
for Year 6 Copy the following examples into your workbook. Use a ruler and red pencil for all lines. Remember to show all working.
Can you make up your own problems to match?
Year 6 students can also have a go of the year 4 and 5 math as a review.
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Geography: wind, rain, marine currents and erosionGeography
Please fill out this sheet and post to Transparent Classroom or email to [email protected]
Week 4 Pack: Changes in the wind caused by the seasons
Identification of specific weather patterns (Q. 1 and 2)
Definition of types of winds: variable & steady
Draw steady and variable winds on a map for the seasons
Identification of specific weather patterns (Q. 5 and 6)
Week 5 Pack: Rains and the water cycle
Rains and local conditions: Draw charts 42, 43 and 44. Explain what is happening on each chart.
Define the following terms: local conditions, downpour, equatorial rains
Design and make a poster showing the water cycle. Label and describe each part of the process.
Week 6 Pack: Marine currents
Experiment 1: Horizontal currents part a plus experiment write up
Experiment 1: Horizontal currents part b plus experiment write up
Experiment 2: Convection currents plus experiment write up
Charts 38 & 39: Marine currents - Questions 1 to 4
Week 7 Pack: The erosive power of the winds
Experiment 1: Erosion plus experiment write up
Erosion by wind: Did you know? poster
Week 8 Pack: The erosive power of the winds
Erosion by wind: Did you know? poster. Proof-read and edit. Publish. Upload your published poster Transparent Classroom or email to [email protected] no later than Week 9 Friday 10 September.
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Chart 40
The Erosive Power of Wind
Your tasks: On a new page in your workbook
write the heading ‘Erosion by Wind’.
Research the following and write facts about
wind erosion. Turn your research into a
‘Did you know ?’ style poster.
1. Towering sand dunes in the Badain Jaran
section of the Gobi Desert in China.
2. Ventifacts - the enormous chalk formations
in the White Desert of Egypt.
3. Dust storms in Australia or the ‘Dust Bowl’
of the 1930s in North America.
Use pictures and diagrams to help you explain
the erosive power of the wind.
New year 4 students
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You have one minute to brainstorm ideas for each of the Five + 1 Senses. Cut out each picture and glue each to a new page in your workbook. For each picture, write the questions below. Answer with words or phrases that describe each sense:
• What do you see?
• What do you smell?
• What do you touch?
• What do you taste?
• How do you feel? (Emotions)
Challenge:
• You have one minute to brainstorm ideas for each of the Five + 1 Senses. That is a total of 5 minutes per picture.
Your 2nd task: Choose 1 of the pictures. Using your notes, you have five minutes to write your tension scene.
Proofread, edit and publish.
We will share at our next Workshop on Thursday 2 September.
Remember:
• Great tension scenes are long and strong
• Use the 5 + Senses to make the reader feel like they are there with the character.
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Year 4, 5 and 6 students
Your task for Thursday 2 September: Proofread and revise your work for ‘The Box’ story.
https://youtu.be/20evunLzSgk
Add further detail and create an exciting ending. Edit and publish. Be ready to share.
Don’t forget the following steps to Ban the Boring: Sizzling Starts 5 + 1 Senses Tighten the Tension Dynamic Dialogue Show Don’t Tell Exciting Endings
Email your published copy to [email protected] by Friday 3 September.
English: Year 4 Comprehension
Read about the history of television, then answer the questions.
Television has become a huge part of our everyday life. It provides
entertainment, news, advertisements and so much more for people of all
ages. The television was not invented by just one person; many people
throughout history contributed ideas and inventions to make TV what it
is today.
Over time people experimented with the idea of mixing electricity and
radio to see what would happen. This was the starting point and the
beginning of the invention of television. During the late 1800s, Paul
Gottlieb Nipkow, a student in Germany created the very first device to
transmit pictures with light. He did this by sending pictures through wires
which rotated on a metal disk. This was called the ‘electric scope.’
Inspired by Nipkow, an American inventor called Charles Jenkins
invented the first mechanical television system in 1923. He called this
device “Radiovision,” which he preferred over the name television. It was
known to have poor reception and a 40 to 48 line picture that tended to
be cloudy. Jenkins publicly performed his first television broadcast in
Anacostia, Virginia all the way to Washington only a couple years after.
In 1926, A British inventor named John Logie Baird transmitted the first
moving pictures through the same mechanical disks that Nipkow had
experimented with. This was followed by the very first TV studio which
was located at the Crystal Palace in London. He used transparent rods
and reflected light rather than back-lighting silhouettes.
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Philo Taylor Farnsworth created the first electronic television system which
got rid of the metal rotating disks. By 1934 all the televisions sets had been
converted to electronic device, which is what we
are still using to this day. Black and white TV was the standard, with colour
television showing up much later.
RCA was the founder of colour television and had its first broadcast on
December 17, 1953. These progressions in modern television set up the
foundation for the plasma and HDTV screens you see today!
Your task: On a new page in your workbook, put the title ‘The Television’.
Copy each question and write the answer.
1. Who was the first person to create mechanical television? In what year?
2. Do you think the invention of television was a positive or negative
occurrence? Write one paragraph on how TV has helped or hurt society
today...
3. If you had your own television channel, what types of programs would
you show? Why?
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English: Year 5 Comprehension
Read about Marco Polo, then answer the questions on the
following page.
Have you ever played the game “Marco Polo?” Do you know where the
name comes from? Marco Polo (1254-1324) was a famous explorer
born in Venice, Italy, where he was raised by an aunt and uncle after his
mother died. They taught him merchant skills like appraising, or finding
out how much something is worth, and how to run a cargo ship.
His father Niccolo Polo and uncle Maffeo Polo were successful
merchants and travelers, but Marco did not meet them until he was
sixteen. By that time, his father and uncle had already traveled through
much of Asia and met the famous warlord Kublai Khan in Dadu,
which is now Beijing, China.
The Khan asked the brothers to take a letter to the Pope asking for
100 Christian men who could teach him more about European culture.
The Polo brothers had to wait to fulfil this request as Pope Clement IV
died in 1268 and would not be replaced with a new pope until 1270.
While they waited for a new pope to be selected, the brothers
journeyed home to Venice so that they could bring Marco along for their
future journeys. Marco left Venice with his father and uncle in 1271 and
traveled for 24 years, during which he covered 15,000 miles and
acquired countless riches and treasures.
When the Polos returned to Kublai Khan with letters from the new
Pope, the Khan wouldn’t let them leave. Marco writes that this was
probably because the Khan thought their knowledge as merchants was
very valuable. Marco could speak four languages, and served as a
government official for the Khan in southern and eastern China. In
1292, Kublai Khan’s great-nephew came to China from Persia (now
called Iran) to find a wife. When the nephew’s wedding party left, they
asked to take the Polos with them on a fleet of 17 junks, or Chinese
sailing ships.
The wedding party traveled south from Quanzhou in southern China to
Singapore, north to Indonesia, and west to Sri Lanka. Marco described
the Pandyan kingdom in Sri Lanka as the richest empire he’d
ever seen. The party then traveled across the Arabian Sea to Hormuz in
Persia. During the two years at sea, only 18 out of 600 passengers
survived. The Polos were 3 of them. The 3 men finally left the wedding
party and traveled by land to Trabzon, a port in Turkey by the Black
Sea.
Marco, his father and his uncle were all thrown in prison shortly after
returning Venice, which was fighting a fierce war with Genoa for control
of Mediterranean trade routes. While in jail, Polo told his story to his
cellmate, Rustichello da Pisa, who wrote a book now known as The
Travels of Marco Polo. Marco Polo was eventually released and lived
the rest of his life as a wealthy merchant. He died in 1324.
Your task: On a new page in your workbook, put the title ‘Famous Explorers: Marco Polo’. Copy each question and write the answer.
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1. Briefly describe how Marco Polo became an explorer.
2. Why was Kublai Khan reluctant to let the Polo family leave China?
3. Some historians have argued that Marco Polo never visited China, because he doesn’t mention things like chopsticks in his book. However, it’s likely that Marco Polo didn’t want to include this information because he respected China and didn’t want other Europeans to think that the Chinese were silly due to small cultural differences. Historians now mostly agree that Polo’s stories are generally accurate, even if they aren’t all 100% true. Why do you think that it’s so hard to know what really happened back then? What about the past makes it easy to embellish ̧ or exaggerate, especially when we compare it to the present day?
4. Marco Polo brought back a map from China which was used to draw the 1453 Fra Mauro map, said to be one of the greatest examples of medieval cartography, or the art of mapmaking. With a parent’s help, go online and find an image of the Fra Mauro map. What places and countries do you recognise? What countries and continents are missing entirely from the map?
5. Write a definition for each of these words: Appraising Embellish Cartography
English: Year 6 comprehension
Read the excerpt of ‘The Girl Who Owned a Bear’, then answer the
questions on the following page.
Jane Gladys is at home while her mother and father are out. A strange,
bald-headed man stops by with a curious mission. The man is a book
agent disgruntled with the girl’s father, and he’s decided to exact his
revenge by giving Jane Gladys a large and mysterious book with her name
written in it.
When the door had closed behind the strange man, Jane Gladys sat down
and glanced at the book. It had a red cover, and the word ‘Thingamajigs’
was written across the front in big letters. Then she opened it, curiously,
and saw her name written in large black letters on the first page.
She turned the page and saw a picture of a clown dressed in green and
yellow. The book trembled in her hands, and suddenly the clown jumped
out of it and stood upon the floor beside her, becoming instantly as big as
any ordinary clown. Next, from the opposite page, a monkey, a donkey,
and a leopard all jumped into the room, leaving only blank pages behind.
Perhaps you can imagine how startled Jane Gladys was, and how she
stared at the creatures who had just leaped out of the book. As the clown
turned around to take a look at the room, Jane Gladys laughed in spite of
her astonishment.
‘Why, the back of you is all white!’ cried the girl.
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English: Year 6 comprehension
‘Quite likely,’ he returned, in an annoyed tone. ‘The artist wasn’t expected to
make the back view of me, for that was against the page of the book.’
While pictures from a book coming to life should be enchanting, these
creatures all seemed to be in a bad mood. The clown looked sulky and sat
down upon a chair so Jane Gladys couldn’t see his back. The donkey
complained that the artist had drawn his legs all different sizes, which caused
him to wobble when he walked. The monkey grumbled about his extremely
large ears, and the leopard snarled that he had been drawn with neither teeth
nor claws.
Jane Gladys couldn’t help but laugh at the sight of the silly-looking animals.
Just then, the book slipped from the girl’s lap. Before it fell to the floor, she
caught a glimpse of a fierce grizzly bear looking at her from one of the pages.
The book landed with a crash, and beside it stood the enormous grizzly. Jane
Gladys and all of the creatures shuddered at the sight of the bear, but the
leopard remarked enviously, ‘At least he has claws and teeth.’
‘And I know how to use them, too,’ the grizzly responded in a low, growling
voice. ‘If you read in that book, you’ll find I’m described as a horrible, cruel, and
remorseless grizzly, whose only business in life is to eat up little girls shoes,
dresses, ribbons and all! And then, the author says, I smack my lips and glory
in my wickedness.’
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The clown, monkey, donkey, and leopard weren’t the least bit sorry to hear
this, for they were all still cross with Jane Gladys for having laughed at
them. Jane Gladys, though, was very frightened on hearing this. The bear
stood up and balanced himself on his rear legs. He advanced slowly
toward Jane Gladys. But before the grizzly reached her, the child had a
sudden thought, and cried out:
‘Stop! You must not eat me. It would be wrong.’
‘Why?’ asked the bear, in surprise.
‘Why, my name’s on the front page. I own the book, and you all belong
inside of it. So you must go back there!’
The bear hesitated. ‘Then, of course, I can’t eat you,’ he grumbled. ‘You
are as disappointing as most authors are.’
‘The fault lies with yourselves,’ said Jane Gladys, severely. ‘Why didn’t you
stay in the book, where you were put?’
There was a swish and a whirr and a rustling of leaves, and an instant later
the book lay upon the floor, looking just like any other book, and Jane
Gladys’s strange companions had disappeared.
This story should teach us to think quickly and clearly upon all
occasions; for had Jane Gladys not remembered that her name
was in the front of the book, the bear probably would have eaten her.
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Your task: On a new page in your workbook, put the title ‘The Girl Who Owned a Bear’. Copy each question and write the answer.
1. Why did the author include the section in italics at the end of the story?
• to enhance the plot
• to convey the setting
• to serve as the moral
• to add additional conflict.
2. What was the author’s purpose in writing this story? What clues from the text helped you determine this?
3. What words does the author use to create a threatening tone when describing the bear?
4. Read the lines from the story. ‘The fault lies with yourselves,’ said Jane Gladys, severely.
‘Why didn’t you stay in the book, where you were put?’
What tone is conveyed with these words?
• sternness
• sadness
• curiosity
• worry.
5. Why are the clown, monkey, donkey, and leopard all in a bad mood?
6. According to the author, what characteristic does Jane Gladys possess that saves her?
• She is courageous.
• She is quick-witted.
• She is considerate.
• She is humorous.
7. What might Jane Gladys tell her parents about her experience when they return home? Do you think they will believe her?
8. If you were in Jane Gladys’s position, how would you have handled the situation? Give reasons to support your answer.
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