WEEK 9 STAGE 2

PAPER PACK

Personal Reading Contract● Choose a book that you have read or are close to finishing. Choose a book that you

have at home. It should be a good quality text (check with your teacher if unsure).● Look at the Reading Contract Matrix.● Choose one activity from each of the levels to learn more about your book and your

understanding of it. ● Start at the first level Remember and work your way through to the last level Create.● Spend 15-20 minutes on your activities in a session. ● Keep your work together (in a folder) to bring back to school with your contract matrix

or insert your work in a Google Slide and turn in to your teacher after each session.

● Don’t rush your work, continue with your work in the next Reading Contract session.● Please contact your teacher if you have any queries.

Name: ________________________________ Book Title/Author:____________________________________________________________________________________

REMEMBER

Make a timeline of events in the text on A3 paper.

REMEMBER

Write an acrostic poem about the text using the title or the name of the main character.

REMEMBER

Create a mind map using words or pictures about one of the topics/themes in the text.

REMEMBER

Write about where and when the text took place.

REMEMBER

Make a list of the facts from the text.

UNDERSTAND

Draw a cartoon strip to show an important event in the text.

UNDERSTAND

Perform a short role play of one of the scenes in the text.

UNDERSTAND

Use a Venn diagram to compare this text with another you have read recently.

UNDERSTAND

Write a conversation between two characters from the text.

UNDERSTAND

Draw what you think is the main idea of the text.

APPLY

Explain in writing why a particular character acted the way they did.

APPLY

Write four comprehension questions for the text.

APPLY

Make a display/collage using any available materials to illustrate one of the main events of the text.

APPLY

Make up a rhyme/rap/song about one of the characters in the text.

APPLY

Write a diary entry pretending to be one of the characters in the text.

ANALYSE

Write three ‘Who am I?’ questions for a character in the text.

ANALYSE

What was your favourite part of the text? Why did you like it? How did it make you feel?

ANALYSE

Write a character profile for one of the characters in the text. Include a picture of what you think they look like.

ANALYSE

Make a family tree showing the relationships between the characters in the text.

ANALYSE

Describe the main characters in the text to the peers in your group. Ask them which character would be their favourite and graph the results.

EVALUATE

Write a letter to a friend or family member about one of the main topics in the text.

EVALUATE

Reflect on one of the character’s reactions in the text and write about how they could have reacted differently.

EVALUATE

Write a persuasive speech arguing for or against a main topic in the text.

EVALUATE

What is your opinion of the main problem of the text? Was it engaging and was its resolution satisfying?

EVALUATE

What would you recommend from this text to another peer as a reason to read it?

CREATE

Design a poster to persuade people to read the text.

CREATE

Paint one of the scenes from the text.

CREATE

Re-design a new book cover for the text.

CREATE

Invent a new product that you think one of the characters in the text would like.

CREATE

Mind map all the problems in the text. Select one problem to design a product that could solve it.

Date started:__________________ Date finished:________________________

SPaG TIME - 35Sick Sentences: Help! These sentences need your help. Use your amazing knowledge of how to start a sentence, descriptive language and language features such as similes, metaphors and personification, to save these sentences from boredom!

Sick sentences: The bird flew across the sky. It had big wings and yellow eyes. It saw something. It flew down towards the ground. It caught something in its talons.

Name:

Date:

My sentence example:

Like a flash of lightning, the Eagle dived from the sky. - I have used a simile as my adverbial phrase, to describe how fast the bird is flying.

SPaG TIME - 35Thank you Sentence Doctor!

Name:

Date:

Your sentences:

-

-

-

-

SPaG TIME - 31Why do we use adverbial phrases in our writing?

Simple Sentences: A simple sentence only has what it needs: a subject/noun group (who/what), a verb (what they are doing) and a object (remaining information).

Name:

Date:

Example: The dog begged for food.

The noun group/subject of my sentence is … The dog

The verb I have used is … Begged

The object or noun group of my sentence is … Food

SPaG TIME - 31Simple Sentences: A simple sentence only has what it needs: a subject/noun group (who/what), a verb (what they are doing) and a object (remaining information).

Create your own simple sentence and unpack the sentence to identify the subject, verb and object.

Name:

Date:

Simple sentence:

The noun group/subject of my sentence is …

The verb I have used is …

The object or noun group of my sentence is …

SPaG TIME - 31While a simple sentence conveys information quickly, too many simple sentences – without complex ideas, can make the reading / writing appear choppy and disconnected. Enter adverbial phrases! Adverbial phrases are used to answer the How (manner)? When? And Where? of a sentence.

Name:

Date:

It was morning. The dog was hungry. The dog begged for food. These are all correct sentences, however they are a boring and do not engage the reader.

Lets add the extra information to the sentence: The dog begged for food.

How?.... Hungrily, the dog begged for food. The dog begged for food hungrily. The adverb ‘hungrily’ adds information to the verb ‘begged’.

When? …. Every morning, the dog begged for food.

Where? …. The dog begged for food beside his food bowl.

SPaG TIME - 31Add information to your simple sentence by asking the questions how, when, and where?

Name:

Date:

Simple sentence:

How?....

When? ….

Where? ….

SPaG TIME - 34Watch Out For The Editing Cops! An important part of any writing process is editing your work!

Capitalisation - Capital letters for the beginning of sentences and proper nouns.

Organisation - Does your writing make sense?

Punctuation - Have you remembered your full stops, commas, speech marks, questions marks and other important punctuation?

Spelling - Have you spelt the words to the best of your ability. Hot tip: dictionaries can be useful tools for spell checking.

Name:

Date:

SPaG TIME - 34Edit this piece of work before the editing COPS catch you!

Name:

Date:

There was a sudan rummaging four quills and parchment Over the noise snape said “And a point will bee taken from Gryffindor house four you’re cheek, potter.things didnt improved for the gryffindors as the Potions lesson continued Snape put them all in to pairs set them to mixing a simple potion too cure boils. he swept around in his longe blak clock, Watching them waugh dryed nettles and crush snake fangs.

SPaG TIME - 32Adverbial phrases: Experiment with the positioning of the adverbial words and phrases within a sentence.

The dog begged for food.How?.... HungrilyWhen? …. Every morningWhere? …. beside his food bowl.

Name:

Date:

My sentence examples:

Every morning, the dog begged hungrily for food beside his food bowl.

Every morning beside his food bowl, The dog begged for food hungrily.

SPaG TIME - 32Write your own simple sentence with adverbs and adverbial phrases to increase its descriptiveness:

Simple sentence: The children walked to school.How?.... quickly When? …. in the morningWhere? …. along a bush track

Name:

Date:

Your sentences:

2.

3.

SPaG TIME - 33Editing: Help! I have come up with some great simple sentences using adverbial phrases to add information. However, I don’t know the correct punctuation to complete the sentences!

When placed at the beginning of a sentence, an adverb phrase is followed by a comma. When placed in the middle of a sentence, an adverb phrase is offset by commas.When placed at the end of the sentence, an adverb phrase needs no additional punctuation.

Name:

Date:

Examples.Before we go on vacation we must make reservations. Correct sentence: Before we go on vacation, we must make reservations.

My sister when she is angry will turn red in the face. Correct sentence: my sister, when she is angry, will turn red in the face.

The fireworks show will start, after the sun goes down. Correct sentence: The fireworks show will start after the sun goes down

SPaG TIME - 33 Name:

Date:

As soon as I saw you I knew something was wrong. Correct punctuation:

As soon as, the clock struck midnight the monsters crept out of the shadows. Correct punctuation:

I felt tired and, happy when I arrived home from the party. Correct punctuation:

He remembered after he left the house, that he forgot to lock the door. Correct punctuation:

The day felt long, because there was nothing to do. Correct punctuation:

The two boys ran quickly through the streets to the safety of their home. Correct punctuation:

Spelling Week 9 / j/

Hard /g/ sound

When g meets a, o, or u, its sound is hard.

gas, gather, goblet, goddess, gum, gutter

The hard sound of “g” occurs more frequently.

2

Soft /g/ sound

When g meets e, i, or y, its sound is soft.

gel, general, giant, ginger, gypsy

3

4

15 minutes to write Name: Date:

The Setting: In a galaxy far, far away…..

The Mission: To save your Planet from a terrible fate…

You could choose to:- Write a story- Create a comic stripe - Create illustrations that could accompany this story. - Describe the setting or the characters

Practice getting your ideas out of your head and onto the page. Use the character and setting prompts below to get your ideasflowing. You can start at any point of a story and don’t need to finish it in the 15 minutes. If you want to extend the time to write you definitely can. Use all of the skills you have as a writer to engage your readers.

WRITE --- READ --- EDIT --- SUBMIT

15 minutes to write Name: Date:

Progressive 15 Minutes to Write!

This 15 minutes to write will be a progressive activity, meaning that you will continue on with your ideas each day and turn in all your work at once on Friday. You will choose one of the images below as inspiration for your writing, or if you have an

appropriate image you would prefer to write about, upload a copy on the slides below.

How will it work?

Tuesday: Choose your inspiration and brainstorm ideas. What will your story be about? Who are the characters? Where will they go or what might they do in your short story? What could the complication, climax and resolution be?

Wednesday: Write! 15 minutes to write as usual. Use your ideas you have already created and write as much as you can! Turn in a copy of your work so far.

Thursday: Watch out for the Editing COPS!

Friday: Every great story needs illustrations. Whether they are cartoon strips, drawings of the characters or settings, or a cover page, be creative! Then turn in all your amazing work!

15 minutes to write Name: Date:

Inspiration 1Inspiration 2

Inspiration 3

15 minutes to write Name:

Use your own or inspiration from a previous 15 minutes to write.Please insert a copy of your inspiration image/song/prompt.

Inspiration 5

Inspiration 4

Information Texts:Information Text Cards

Name:

Date:

Information Texts: Information Text CardsRemember these cards that Woolworths gave out? These Aussie Animal cardsare small information texts.

They contain facts on:● habitat/location● diet● description - photo● fun fact/did you know?

And they include a question to make you curious and start wondering.

Information Texts: Information Text CardsIn this activity you are going to research and create your own information text card with an example of each step to support you.

Let’s start with the animals to research.

Example animal: Tasmanian Devil

Your animal: Australian Magpie

Information Texts: Information Text CardsText Sources:Tasmanian Devil:

● The Illustrated Encyclopaedia of Dangerous Animals, Sami Bayly (PDF file)● https://australian.museum/learn/animals/mammals/tasmanian-devil/

Australian Magpie:● The Illustrated Encyclopaedia of Dangerous Animals, Sami Bayly (PDF file)● https://www.birdlife.org.au/bird-profile/australian-magpie

Read and view the text sources and scan for subheadings or keywords: habitat/location, diet and fun facts.

Information Texts: Information Text CardsAdd facts from text sources under the relevant headings.

Name: Tasmanian DevilScientific Name: Sarcophilus harrisii

Habitat/Location:● Tasmania, Australia● woodlands, open forests, heathlands,

rainforests● from the coast to the mountains

Diet:● carnivores, scavengers● carrion - dead animals, insects, birds,

wallabies, cattle, sheep, reptiles and amphibians

● noisy eaters, eat all the animal - fur and bone

Fun Facts:● Given the common name ‘devil’ by early settlers because of their black fur and red ears and

noises.

Information Texts: Information Text CardsYour turn to add facts from text sources under the relevant headings.

Name: Australian MagpieScientific Name:

Habitat/Location:

Diet:

Fun Facts:

Information Texts: Information Text CardsWhat question to engage the reader?After reading the text sources consider what information you found that surprised you. Then turn it into a question you can feature on the card to make the reader curious.

Example: The jaws of Tasmanian Devil are so powerful they can crush bone.

Question: How powerful are the jaws of a 60cm Tasmanian Devil?

Answer: The jaws are powerful enough to crush the bones of the mammals it eats.

Information Texts: Information Text CardsYour turn: What question to engage the reader?

After reading the text sources consider what information you found that surprised you. Then turn it into a question you can feature on the card to make the reader curious.

Surprising fact about a Magpie:

Question:

Answer:

Information Texts: Information Text CardsFind a photo that gives a clear description of the animal and record the source.

Source: https://australian.museum/learn/animals/mammals/tasmanian-devil/

Information Texts: Information Text CardsYour turn: Find a photo that gives a clear description of the animal and record the source.[insert photo]

Source:

Information Texts: Information Text Cards

Use all your gathered facts and photo and put it together in your information text card!

Play with the formatting and layout to fit your facts.

Name : Tasmanian Devil Scie n t if ic Na me : Sacrophilus harrisii

So ur ce s : The Illustrated Encyclopaedia of Dangerous Animals, Sami Bayly, https://australian.museum/learn/animals/mammals/tasmanian-devil/

Ha bit a t / Lo ca t io n : woodlands, forests, heathlands from the coast to the mountains in Tasmania, Australia

Die t : carnivores, scavengers who eat carrion - wallabies, sheep, cattle, reptiles, amphibians and insects

Fun Fa ct s : given the name ‘devil’ by early settlers after seeing their red ears and black fur and hearing their horrific noises

Ho w po w e r f u l a r e t h e j a w s o f a 60 cm Ta s ma n ia n De vil ?

An s w e r :So powerful that they can crush the bones of mammals and other animals that they eat.

Name : Scie n t if ic Na me :

So ur ce s : The Illustrated Encyclopaedia of Dangerous Animals, Sami Bayly, https://www.birdlife.org.au/bird-profile/australian-magpie

Ha bit a t / Lo ca t io n :

Die t :

Fun Fa ct s :

Yo ur q ue s t io n ?

An s w e r :

[insert a photo]

Information Texts:Information Text Cards

Name:

Date:

These Aussie Animal cards are small information texts.

They contain facts on:● habitat/location● diet● description - photo● fun fact/did you know?

And they include a question to make you curious and start wondering.

Information Texts: Information Text CardsIn the previous activity you created an information text card with support and were given an animal, text sources and examples of how to do each step.

In this activity you will be finding your own text sources and gathering facts and a photo to create your own information text card.

The animal you must research today is: the Platypus

Just last week researchers at the University of Western Sydney found evidence of platypuses living in Western Sydney creeks and rivers. They did not sight them but tested the water and found traces of platypus DNA!

Information Texts: Information Text CardsYour turn to find trusted and credible sources for information on the platypus. (Hint: Zoos, museums and government organisations are trusted sources.)

Platypus Text Sources:

●

Read and view the text sources and scan for subheadings or keywords: habitat/location, diet and fun facts.

Information Texts: Information Text CardsYour turn to add facts from text sources under the relevant headings.

Name: PlatypusScientific Name:

Habitat/Location:

Diet:

Fun Facts:

Information Texts: Information Text CardsYour turn: What question to engage the reader?

After reading the text sources consider what information you found that surprised you. Then turn it into a question you can feature on the card to make the reader curious.

Surprising fact about the Platypus:

Question:

Answer:

Information Texts: Information Text CardsYour turn: Find a photo that gives a clear description of the animal and record the source.[insert photo]

Source:

Information Texts: Information Text Cards

Use all your gathered facts and photo and put it together in your information text card!

Play with the formatting and layout to fit your facts.Change colours and fonts once you have your facts in place.

[The example information text card from previous activity is on the next slide for support.]

Name : Tasmanian Devil Scie n t if ic Na me : Sacrophilus harrisii

So ur ce s : The Illustrated Encyclopaedia of Dangerous Animals, Sami Bayly, https://australian.museum/learn/animals/mammals/tasmanian-devil/

Ha bit a t / Lo ca t io n : woodlands, forests, heathlands from the coast to the mountains in Tasmania, Australia

Die t : carnivores, scavengers who eat carrion - wallabies, sheep, cattle, reptiles, amphibians and insects

Fun Fa ct s : given the name ‘devil’ by early settlers after seeing their red ears and black fur and hearing their horrific noises

Ho w po w e r f u l a r e t h e j a w s o f a 60 cm Ta s ma n ia n De vil ?

An s w e r :So powerful that they can crush the bones of mammals and other animals that they eat.

Name : Scie n t if ic Na me :

So ur ce s :

Ha bit a t / Lo ca t io n :

Die t :

Fun Fa ct s :

Yo ur q ue s t io n ?

An s w e r :

Information Texts:Scientific illustrations/drawingsTime to practise creating scientific illustrations of the animals we feature in the information texts. The two key points are:● observe the animal that you are drawing (if live animals are not readily

accessible - photos, videos, scientific drawings)● add labels to your drawing to point out important features of the animal.

Watch this video clip on scientific drawings: https://www.youtube.com/watch?v=ublfinvxqHo

Name:

Date:

Information Texts: Scientific illustrations/drawingsNow try drawing the animals we have looked at this week: Tasmanian Devil, Australian Magpie and the Platypus.

Here are some instructional drawing videos to help you:

● Tasmanian Devil: https://www.youtube.com/watch?v=yGBLQg1-s7I

● Australian Magpie: https://www.youtube.com/watch?v=AZY13zCT7X0

● Platypus: https://www.youtube.com/watch?v=q6pQ6YmqeZA

Information Texts: Scientific illustrations/drawings[insert your drawing of an Australian Magpie]

TNT - Week 9 - Term 3

Race to 0

Level 1 Level 2 Level 3 Level 4 Level 5

Race to 0 from 100

Set the random number

generator to numbers between

1 & 6. Generate 2 numbers and

multiply them together.

Students start at 100 and

subtract their answer from

their ongoing total. Students

continue this process until one

of the students

reaches/surpasses 0. This

student is the winner.

Race to 0 from 200

Set the random number

generator to numbers between

1 & 10. Generate 2 numbers and

multiply them together.

Students start at 200 and

subtract their answer from

their ongoing total. Students

continue this process until one

of the students

reaches/surpasses 0. This

student is the winner.

Race to 0 from 500

Set the random number

generator to numbers between

1 & 12. Generate 2 numbers and

multiply them together.

Students start at 500 and

subtract their answer from

their ongoing total. Students

continue this pr ocess until one

of the students

reaches/surpasses 0. This

student is the winner.

Race to 0 from 1000

Set the random number

generator to numbers between

1 & 30. Generate 2 numbers

and multiply them together.

Students start at 1000 and

subtract their answer from

their ongoing total. Students

continue this process until one

of the students

reaches/surpasses 0. This

student is the winner.

Race to 0 from 1000

Set the random number

generator to numbers between

1 & 12. Generate 3 numbers and

multiply them toget her.

Students start at 1000 and

subtract their answer from

their ongoing total. Students

continue this process until one

of the students

reaches/surpasses 0. This

student is the winner.

Open-ended Problem 35Mr Giles put out the skipping ropes at recess in ten spots around the pebblecrete. How many ropes might there be if all ten spots have equal amounts of skipping ropes?

Name:

Date:

[Show your working out here]

Open-ended Problem 36The answer is 93. Can you write a number sentence to solve with the answer 93? Try finding number sentences that use different operations (division, x, + - )Extension: Can you write a word problem using your number sentence? A word problem is a maths problem explained in words.

Name:

Date:

[Show your working out here]

Open-ended Problem 37What number am I? I have 5 digits.The digit in the tens place is a factor of 24.The digit in the hundreds place is an even number.The digit in the thousands place is a multiple of 7.Can you think of more than one possible answer?

Name:

Date:

[Show your working out here]

Open-ended Problem 38In my garden I have an animal pen for my chickens, goats and ducks. There are 16 animals in the pen. If I count all the legs of the animals how many might there be?Include the combination of animals in your answer.

Name:

Date:

[Show your working out here]

Open-ended Problem 39

Four numbers make a total of 81. What might those numbers be?

Extension: Four numbers make a total of 512. What might those numbers be?

Name:

Date:

[Show your working out here]

Fractions - Week 9Learning Intention = To understand that a fraction is part of a whole .Success Criteria = I can show my understanding of fractions using patte rn blocks.

1 whole rectangle (broken into fifths)

3 purple squares =

2 orange squares =

3/5

1 whole hexagon (broken into sixths)

1 green triangle =

1 red trapezium =

1 blue rhombus =

1 whole hexagon (broken into sixths)

2 green triangles =

2 blue rhombuses =

Using the coloured patterns blocks create a shape that shows:

⅔

⅝

2/6

© 2020 The Math Learning Center | mathlearningcenter.org

The Math Learning Center grants permission to learners, families, and educators to reproduce these documents in appropriate quantities for educational use. While you may link to these resources, any other redistribution requires written permission.

Same & Different: Fraction Hops

Look at the two pictures. What do you notice?

1. How are pictures A and B mathematically the same, and how are they different?

● A and B are the same because …

● A and B are different because …

2. Make a third number line with fract ions. Explain how your picture is the same as pictures A and B, and how it is different.

Describe the shortest paths using letters only. Which roads would you travel to get from:a) Soula’s house to John’s house? G, F, D, Ab) Con’s house to school?c) Anita’s house to the pool?d) John’s house to the shops?e) Con’s house to the shops?f) Pablo’s house to the shops?

Draw a sketch map of your house and tell us the shortest route from one place in the house to another.

Insert a picture from Google Maps that shows your house and school in the same map.Insert here

Can you name five streets that you would pass on your way home from school?

Name a street that joins onto your street.

Choose another point of interest close to your house and write a set of directions explaining how to get from your place to your chosen point of interest.

https://www.youtube.com/watch?v=y_YH1AAiKH0

Using the scale on the previous slide answer the following questions:a) If the distance on a map from a school to the park was 5cm what was the

actual distance?b) What if the distance was:

i) 2cm

ii) ½ cm

iii) 10 cm

Using the same scale answer the following questions

Rule a line that would show the distance on a map of

a) 400mb) 150mc) 75md) 225m

https://www.google.com/maps/place/Wentworth+Falls+NSW+2782/@-33.710827,150.3638501,15.05z/data=!4m5!3m4!1s0x6b126f6e1ab0e37b:0x5017d681632d5c0!8m2!3d-33.7104181!4d150.3756237

Answer these questions: (there is a link you can use on the previous slide)a) What is the scale of this map?b) What is the distance between Pitt park and Wentworth Falls Public School?c) What is the distance between the Grand View Hotel and the Wentworth Falls

lake?d) How long is Parkes street?

Now think of two other distances you would like to measure.

1-

2-

Using the map of Australia answer these questions.

1. How wide is Western Australia?2. How long is Queensland from the top point to the border with NSW?3. How wide is Australia from the widest part in Western Australia to the Eastern

most part of NSW?

Think of some other distances you would like to measure using the scale.

1-

2-

Google Earth

https://earth.google.com/web/search/sydney/@-19.70219179,150.90316559,-25669.06802065a,32016908.10174465d,35y,0h,0t,0r/data=CnAaRhJACiQweDZiMTI5ODM4ZjM5YTc0M2Y6MHgzMDE3ZDY4MTYzMmE4NTAZbc_iezXvQMAhZvZ5jLLmYkAqBnN5ZG5leRgCIAEiJgokCTMNvF2jXTNAEYdKs02jXTPAGX9S5h2RxxxAIdVRKHg3TFfA

Have a play on Google earth. Take notice of the scale a Look at how it changes when it zooms in on a particular place.Tell us the distance between 4 different places in the world. Anywhere you want. It could be the distance between Paris, France and Venice, Italy.1-2-3-4-

Creative arts Name: Date:

Stage 2 will be creating a collaborative bird themed artwork!

Each class will draw a different species of bird, and then all the drawings will be collected and arranged in a beautiful artwork!

Follow along with the directed drawing tutorials. Use an A5 piece of paper (half of A4).Please draw in lead pencil first, and then when you are happy with your outline, go over the in black texture/artline pen.Please colour your drawings with Coloured Pencil.

Creative arts Name: Date:

3/4 RP will be drawing the Regent Honeyeater

The Regent Honeyeater is a critically endangered bird endemic to southeastern Australia. Birdlife has information on the appearance, habitat and life cycle of these striking birds.https://birdlife.org.au/bird-profile/regent-honeyeater

Follow along with this directed drawing of a bird. When you get to the colouring in stage, refer to the images of the Regent Honeyeater for details on the colour!

Directed drawing: https://www.youtube.com/watch?v=EupWftKRLds

Creative arts Name: Date:

3/4 MU will be drawing the Rainbow Lorikeet

The rainbow lorikeet is a highly colourful species of parrot found along the eastern seaboard, from northern Queensland to South Australia. Birdlife has information on the appearance, habitat and life cycle of these striking birds.https://www.birdlife.org.au/bird-profile/rainbow-lorikeet

Follow along with this directed drawing of a Rainbow Lorikeet.

Directed drawing:https://www.youtube.com/watch?v=aw-EnFaqOqc

Creative arts3/4 M will be drawing the Laughing Kookaburra!

In eastern Australia, the raucous cackle of the Laughing Kookaburra is an essential feature of the dawn chorus. Birdlife has information on the appearance, habitat and life cycle of these happy birds.https://birdlife.org.au/bird-profile/laughing-kookaburra

Follow along with this directed drawing of a kookaburra.

Directed drawing:https://www.youtube.com/watch?v=s0pY2Qw5EQM

Stage 2 - Collaborative Bird Artwork

https://www.inquisitive.com/guided-research/373-international-day-of-happiness

Type here.. Type here..Type here..

Type here..

http://internationaldayofpeace.org/about/

https://www.un.org/en/observances/earth-day

Type here..

Lesson 5 You Make My Day!Unit 1 The Sun, Earth and Moon

How can we explain night and day?

Year 3 / 4 Science Earth and Space Sciences

1

Vocabulary

day night rotate revolve axis orbit sunset

sunrise dawn dusk shadow light midday

midnightdemonstrate explain terminator line astronaut

Lesson 5 You Make My Day!Unit 1 The Sun, Earth and Moon

Materials needed

QUESTION 8PAGE 6

• desk lamp• torches• Earth globes• swivel chair• variety of spherical (round) objects

Year 3 / 4 Science Earth and Space Sciences

2

Unit 1 The Sun, Earth and Moon

Lesson 5 You Make My Day!

How can we explain night and day?

Watch the VideoNight Time! Day Time!

PuzzleWhat questions do you have about how night and day occurs?

ExploreWhere could you find out more information?

1 Night Time! Day Time!

2 Think, puzzle and explore.

ThinkHow do you think night and day really happens?

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.3

https://bit.ly/3mK8ywQ

Unit 1 The Sun, Earth and Moon

Lesson 5 You Make My Day!

b Explore the other blue tabs to see what happens. Chat with a buddy about what you see and discover.

3

a. Look at the Day and Night World Map.

b. On the map below, shade in grey the areas of the world that are now in night.

4

a. Draw a dot on a country where it is now around midnight.

b. What might you see in the sky?

5

a Press on the +12 blue tab below the Day and Night World Map. Describe what

will happen in twelve hours’ time.

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.4

https://bit.ly/2WDpwCD

Insert > Line > Scribble

Trace around the area you think is in night time.

Unit 1 The Sun, Earth and Moon

Lesson 5 You Make My Day!

Watch and listen carefully to the video Night and Day. Imagine you are the astronaut in this video.

6

7 Write an email back to Mission Control reporting on what you saw. Use the words below in your report.

day night sunrise sunset east west

axis rotating shadow light half

Message

Send

Arial 12 B I U

From:To:

Subject:

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.5

https://bit.ly/2WFmYUm

a. Think and talk about what you will do.

b. Draw and label the objects you will use below.

c Write an explanation of how you will use these objects to demonstrate night and day.

What’s a GIF?A GIF is a short video of less than 15 seconds. It is repeated on a loop (over and over).

GIF

Unit 1 The Sun, Earth and Moon Lesson 5 You Make My Day!

8 In groups of three, use movement and objects to explain and demonstrate to others how night and day happens.

Here are some examples of things you could use.

d Present your explanation to others.

9 Have someone take a video of your actions and create your own GIF.

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.6

https://gifmaker.me/

Unit 1 The Sun, Earth and Moon

Lesson 5 You Make My Day!

Open the Night and Day interactive infographic to explore more about what happens as the Earth turns.

Create an interactive night and day quiz. Plan and design your questions below.Use branching and user input when planning your algorithms (steps)

10

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.7

https://bit.ly/3kAKjyD

Unit 1 The Sun, Earth and Moon

Lesson 5 You Make My Day!

Watch the video The Terminator Line. What is the terminator line?Create an infographic about it.

11

An infographic is a diagram withwritten information.

Challenge!Where and when on Earth does the terminator line not appear?

Year 3 / 4 Science Earth and Space Sciences © Inquisitive Pty

Ltd.8

https://bit.ly/3kyI7I2

Library Week 9

Watch Mrs Halse read from CBCA nominated book ‘Worse Things’ by Sally Murphy before completing the task.

Stage 2

Blackout PoetryWorse Things is a verse novel - a narrative told in free verse poetry. Verse novelists like Sally Murphy are adept at selecting and weaving only the most necessary of words to create a story with rhythm but not ne c e s s a r i l y r hyme . J us t l i ke a l l poe t s , ve r s e nove l i s t s us e l ong s e nt e nc e s , s hor t s e nt e nc e s , s i ngl e wor ds a nd phr a s e s a nd e mpl oy poe t r y t e c hni que s s uc h a s a l l i t e r a t i on, s i mi l e s a nd me t a phor s .Look a t t he pa ge s of Wor s e Thi ngs a nd s e e how t he whi t e s pa c e on e a c h pa ge he l ps t o f r a me t he wor ds a nd a l l ows e a c h poe m t o ha ve i mpa c t . Bl a c kout poe t r y e mpl oys t he oppos i t e i de a - a bl a c k ma r ke r i s us e d t o bl a nk out wor ds not ne e de d a nd f r a me t he wor ds t ha t wi l l f or m t he poe m.

Add a phot o of a pa ge f r om Wor s e Thi ngs he r e

Examples of Bl a c kout Poe t r y .

Your turn!

● Se l e c t a pa ge of t e xt -a n ol d book, ( or phot oc opi e d pa ge f r om a ne w book) , ne ws pa pe r or ma ga z i ne pa ge .

● Ci r c l e wor ds t ha t i n t e r e s t you. Ski m a nd s c a n t he t e xt f or wor ds a nd phr a s e s t ha t j ump out a t you.

● Look f or ke y t he me s , s ubj e c t or mood i n your c hos e n wor ds .

● Re f i ne a nd r e a d your poe m a l oud s o t ha t you c a n r e a l l y he a r a nd f e e l t he s ound of t he wor ds .

● Whe n you a r e ha ppy wi t h your poe m us e your ma r ke r t o bl a c kout a l l t he ot he r wor ds .

● Add a t i t l e a nd t a ke a phot o t o upl oa d a nd t ur n i n .

From ‘To Build A Fire’ by J a c k London

You c a n us e t he t e xt on t h i s pa ge i f you pr e f e r . I f wor ki ng onl i ne you c oul d us e t he s ha pe t ool t o a dd bl a c k r e c t a ngl e s t o bl a c kout t he wor ds you don’ t us e .

DraMa:Vie w a n d Pe r s ua de

Name:

Date:

Watch this performance of Maurice Sendak’s Where the Wild Things Are.https://www.youtube.com/watch?v=rF-G0zvYOLU

Think about what things surprised you. What elements did you enjoy? What in the performance connected with you?

Now you need to draw on your toolkit of ways to persuade. Design a poster of this performance that’s main purpose is to get children to watch this performance.Include text and images to grab the attention of potential viewers.

DraMa: View and Persuade[insert a photo of your poster here]

SISA Online LearningWeek 9

Stage 2 - Strengths and Weaknesses

🞂🞂 A strength is – something that we are good at

🞂🞂 A weakness is – Something that we are not so good at or may need improvement

“We have many kinds of strengths. Sometimes these strengths are obvious, like when you are is good at

drawing or playing sports. However, some strengths can be harder to notice – like being a good listener or

working well with a group”

Strengths and Weaknesses

🞂🞂 In the space below, write down your own definition of a strength and a weakness.

◦ A strength is….

◦ A weakness is….

Strengths and Weaknesses

🞂🞂 Create a list of things you believe are your strengths and weaknesses

🞂🞂 Try and think of different types of strengths and weaknesses such as sport, craft, reading, teamwork, listening, being a helper etc.

Strengths and Weaknesses

Strengths Weaknesses

🞂🞂 Choose a family member or a friend

🞂🞂 Draw a picture of them and label it with their name

🞂🞂 Around the picture write down some examples of strengths that you think they have

🞂🞂 These strengths may be different to yours

🞂🞂 Why do you think that is?

Strengths and Weaknesses of Others

Click on the icon in the middle to upload your picture of your family member or friend.

🞂🞂 Have you ever been told you are good at something?

🞂🞂 How did it make you feel?

🞂🞂 It is important to recognise that our strengths and weaknesses may differ to others

Recognising Strengths

Fitness, strength and endurance

https://www.youtube.com/watch?v=364hLkdOXXc

Sprinting, agility and endurance level 1

https://youtu.be/Rn_09P1KUd4

Sprinting, agility and endurance level 2

https://youtu.be/QaJ0ZMll_Vo

Sport/Fitness/Exercise