purple bold and bright retro chic romance wattpad book cover

YEAR 4 OFFLINE BOOKLET

N A M E : C L A S S :

WEEK 2 TERM 4

Term

4 –

Wee

k 2

Year

4 O

FFLI

NE

M

onda

y Tu

esda

y W

edne

sday

Th

ursd

ay

Frid

ay

9:00

So

undw

aves

Spe

lling

: So

und

wa

ves c

omp

lete

the

first

pa

ge o

f uni

t 31

of y

our

soun

dw

ave

s boo

k.

Phy

sical

Act

ivity

Sp

ell y

our n

am

e ci

rcui

t- Sp

ell

your

na

me

and

com

ple

te e

ach

ex

erci

se w

ith y

our l

ette

rs.

Read

ing

Eggs

pres

s:

Logi

n an

d co

mpl

ete

assi

gned

co

mpr

ehen

sion

act

ivity

R

eadi

ng E

ggsp

ress

:

DEA

R

Find

a q

uiet

pla

ce in

you

r ho

use

and

sit b

ack

and

rela

x a

nd re

ad

a b

ook.

Thro

ugho

ut th

e da

y:

-

Edit

Your

Wor

k

Go

thro

ugh

your

sli

des

and

find

any

m

ista

kes.

Cha

nge

thes

e w

ith th

e co

lour

re

d.

-

CLA

SS Z

OO

M

-

Gam

es:

Pla

y b

oard

ga

mes

a

nd/o

r puz

zles.

e.g

. Un

o, d

omin

os, j

enga

( b

oggl

e, so

lita

ire

onlin

e)

-

Wel

lbei

ng A

ctiv

ity

- M

atha

roo

9:30

In

fere

ncin

g St

uden

ts lo

ok a

t the

pic

ture

a

nd m

ake

som

e gu

esse

s as t

o w

hat i

s ha

pp

enin

g. T

hey

need

to

writ

e 5

thin

gs th

at t

hey

thin

k ha

ve h

ap

pen

ed a

nd

writ

e a

shor

t sto

ry a

bou

t the

p

ictu

re.

Con

nota

tion,

Imag

ery

and

Sym

bol:

St

uden

ts lo

ok a

t Abo

rigin

al

Artw

orks

and

poe

ms t

o ga

in a

de

eper

und

erst

andi

ng o

f spe

cific

la

ngua

ge fe

atur

es.

.

Con

nota

tion,

Imag

ery

and

Sym

bol:

St

uden

ts w

ill le

arn

ab

out

conn

ota

tions

by

look

ing

at

pic

ture

s a

nd w

ritin

g a

se

nten

ce a

bou

t a m

emor

y th

ey h

ave

. The

y w

ill th

en

find

a p

ictu

re o

f som

ethi

ng

tha

t rel

ate

s to

a m

emor

y th

ey h

ave

and

dra

w it

.

Con

nota

tion,

Imag

ery

and

Sym

bol:

St

uden

ts w

ill lo

ok a

t the

sym

bol

s th

at r

epre

sent

wel

l kno

wn

bus

ines

ses a

nd n

am

e th

em.

They

will

then

find

or c

rea

te a

sy

mb

ol to

rep

rese

nt th

emse

lves

.

10.3

0-

10.4

5 Fr

uit B

reak

Re

adin

g :

Infe

renc

e St

uden

ts c

omp

lete

the

rea

din

g w

orks

heet

‘Sa

hara

’ a

nd ‘T

he A

ma

zon

Rain

fore

st’.

Hist

ory:

St

uden

ts u

se th

eir k

now

led

ge o

f p

rima

ry so

urce

s to

crea

te a

p

rese

nta

tion

of th

eir c

hoos

ing.

Stud

ent w

ellb

eing

Te

ll th

em fr

om m

e su

rvey

St

uden

ts w

ill b

e co

mp

letin

g th

e te

ll th

em fr

om m

e su

rvey

. Pa

ssw

ord

s will

be

pro

vid

ed to

stud

ents

on

Goo

gle

Cla

ssro

om.

Soun

dwav

es S

pelli

ng:

Soun

dw

ave

s com

ple

te th

e se

cond

pa

ge o

f uni

t 31

of y

our

soun

dw

ave

s boo

k.

11.3

0-12

.25

Lunc

h

M

ath

s Yea

r 4

Equi

vale

nt N

umb

er

Sent

ence

s 16

- _

__ =

5 +

5

Com

ple

te th

e w

orks

heet

s to

ba

lanc

e th

e eq

ual

equa

tions

.

Ma

ths Y

ear 4

Eq

uiva

lent

Num

ber

Sen

tenc

es

11 +

19

= 60

- __

_ C

omp

lete

the

wor

kshe

ets t

o ca

lcul

ate

the

equa

l eq

uatio

ns.

Ma

ths Y

ear 4

Eq

uiva

lent

Num

ber

Se

nten

ces

__ +

23

= 57

- 19

C

omp

lete

the

wor

kshe

ets

to c

alc

ula

te th

e eq

ual

equa

tions

.

Ma

ths Y

ear 4

Eq

uiva

lent

Num

ber

Se

nten

ces

99 -

63 =

6 X

___

C

omp

lete

the

wor

kshe

ets t

o ca

lcul

ate

and

ma

tch

the

equa

l eq

uatio

ns.

1.25

-1.4

5 Re

cess

1:

45-3

:00

Scie

nce

M

ake

you

r ow

n ro

cket

! C

hoos

e b

etw

een

the

ba

lloon

rock

et o

r the

ba

king

so

da

and

vin

ega

r roc

ket.

Scie

nce

Re

sea

rch

and

ma

ke y

our o

wn

cons

tella

tion.

The

n ta

ke a

p

hoto

gra

ph

and

up

loa

d y

our

crea

tion.

Phys

ical

Act

ivity

- Zo

om

@2p

m

Zum

ba

with

Mrs

. Mun

tz -

Get

yo

ur d

anc

ing

shoe

s and

get

re

ad

y to

mov

e yo

ur b

ody.

Cre

ativ

e A

rt:

Zoom

with

Ms.

Edw

ards

@ 2

pm

Spa

ce A

rtwor

k C

rea

tions

W H E R E W O U L D Y O U R A T H E R ?32

Infe

renc

ing

This

is th

e sk

ill o

f usi

ng y

our p

rior k

now

ledg

e an

d th

e cl

ues

you’

re

give

n fro

m th

e te

xt to

hav

e a

gues

s at

wha

t will

hap

pen,

is h

appe

ning

or

wha

t has

hap

pene

d be

fore

now

.

Wha

t do

you

thin

k ha

s ha

ppen

ed a

nd w

ill

happ

en?

Thin

k of

5 th

ings

.

Writ

e a

shor

t sto

ry a

bout

the

pict

ure.

Term

4 W

eek 1

Less

on 1:

Mak

e you

r own

rock

et!

Choo

se: T

he b

allo

on r

ocke

t OR

The

Baki

ng s

oda

and

vine

gar

rock

et

The b

alloo

n roc

ket

Wha

t yo

u ne

ed:

●1

ballo

on (r

ound

one

s wo

rk, b

ut t

he lo

nger

“air

ship

” bal

loon

s wo

rk b

est)

●1

long

pie

ce o

f st

ring

(abo

ut 3

-5 m

etre

s)●

1 st

raw

●Ta

pe

The b

alloo

n roc

ket

Wha

t to

do:

Wat

ch t

he f

ollo

wing

You

tube

vid

eo O

R us

e th

e in

stru

ctio

ns b

elow

.

http

s://

www.

yout

ube.

com

/wat

ch?v

=KM

X7z

gaLC

0w

1.Ti

e on

e en

d of

the

str

ing

to a

cha

ir, d

oor

knob

, or

othe

r su

ppor

t.

2.Pu

t th

e ot

her

end

of t

he s

trin

g th

roug

h th

e st

raw.

3.Pu

ll th

e st

ring

tig

ht a

nd t

ie it

to

anot

her

supp

ort

in t

he r

oom

.

4.Bl

ow u

p th

e ba

lloon

(but

don

’t ti

e it

.) Pi

nch

the

end

of t

he b

allo

on a

nd

tape

the

bal

loon

to

the

stra

w as

sho

wn a

bove

. You

’re r

eady

for

laun

ch.

5.Le

t go

and

wat

ch t

he r

ocke

t fl

y!

https://www.youtube.com/watch?v=KMX7zgaLC0w

How

did i

t wor

k?W

rite

a r

evie

w of

you

r ex

peri

men

t ex

plai

ning

if it

wor

ked

well

or n

ot?

Plea

se

expl

ain

your

ans

wer.

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

…………

…………

…………

…………

…………

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…………

…………

…………

…………

…………

…………

…………

….

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

Wou

ld y

ou c

hang

e an

y of

the

equ

ipm

ent

used

? W

hat

and

why?

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

The B

akin

g sod

a and

vine

gar r

ocke

t W

hat

you

need

:

●Sa

fety

gla

sses

●Em

pty

2-lit

re s

oft

drin

k bo

ttle

●3

tabl

espo

ons

Baki

ng S

oda

●2-

3 cu

ps v

ineg

ar●

Duc

t/m

aski

ng t

ape

●3

penc

ils●

Pape

r/ca

rdbo

ard

to d

ecor

ate

the

rock

et●

Cork

(mak

e su

re it

fit

s th

e m

outh

of

the

bott

le)

●Pa

per

towe

ls●

Mea

suri

ng c

up●

Funn

el

Wha

t to

do:

Wat

ch t

he f

ollo

wing

You

tube

vid

eo O

R us

e th

e in

stru

ctio

ns b

elow

.

http

s://

www.

yout

ube.

com

/wat

ch?a

pp=d

eskt

op&v

=h3q

4yds

18M

U

Time

need

ed: 30

-45

minut

es1)

Mak

e th

e ro

cket

leg

s -

Secu

re 3

pen

cils

to

the

bott

le u

sing

duc

t/m

aski

ng t

ape

to m

ake

“legs

” for

you

r ro

cket

. Th

e bo

ttle

ope

ning

sho

uld

be f

acin

g do

wn w

hen

the

bott

le is

pla

ced

on it

s le

gs. M

ake

sure

the

legs

are

pla

ced

high

eno

ugh

to a

llow

for

3-5

cms

of s

pace

bet

ween

the

bot

tle

open

ing

and

the

flat

sur

face

bel

ow.

2) D

ecor

ate

the

rock

et -

Dec

orat

e th

e bo

ttle

wit

h du

ct t

ape,

pap

er, a

nd/o

r ca

rdbo

ard

to m

ake

the

rock

et a

s yo

u de

sire

.

3) A

dd v

ineg

ar -

Tur

n th

e bo

ttle

ove

r so

tha

t th

e pe

ncil

legs

are

fac

ing

up. A

dd 2

-3 c

ups

of v

ineg

ar t

o th

e bo

ttle

an

d co

rk it

. Set

asi

de.

4) M

ake

the

rock

et “fu

el” -

Cut

a pa

per

towe

l int

o a

squa

re. A

dd 2

-3 t

able

spoo

ns o

f Ba

king

Sod

a on

to t

he p

aper

to

wel.

Roll

the

pape

r to

wel t

ight

ly e

noug

h so

tha

t it

will

fit

insi

de b

ottl

e op

enin

g. D

ON

’T a

dd it

to

the

bott

le

yet!

5) T

ape

it s

hut

- A

dd d

uct

tape

to

one

end

to k

eep

the

baki

ng s

oda

from

spi

lling

out

.

6) G

O O

UTS

IDE!!!! -

Tak

e ev

eryt

hing

out

side

to

clea

r op

en a

rea.

7) L

aunc

h th

e ro

cket

- A

dults

or o

lder

kid

s on

ly: I

high

ly r

ecom

men

d we

aring

safe

ty g

oggles

for

the

fo

llowi

ng s

teps

. Pl

ace

the

rock

et u

psid

e do

wn a

nd r

emov

e th

e co

rk. W

orki

ng q

uick

ly, p

lace

you

r pa

per

towe

l pa

cket

insi

de t

he b

ottl

e an

d pl

ug w

ith

cork

. Tur

n th

e bo

ttle

ove

r, p

lace

on

its

’legs

’ and

STA

ND

BA

CK! W

atch

as

the

rock

et s

oars

into

the

sky

.

https://www.youtube.com/watch?app=desktop&v=h3q4yds18MU

How

did i

t wor

k?W

rite

a r

evie

w of

you

r ex

peri

men

t ex

plai

ning

if it

wor

ked

well

or n

ot?

Plea

se

expl

ain

your

ans

wer.

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

…………

….

Wou

ld y

ou c

hang

e an

y of

the

equ

ipm

ent

used

? W

hat

and

why?

…………

…………

…………

…………

…………

…………

…………

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….

Name: Date:

Connotation, Imagery and SymbolARTWORK

Aboriginal Artwork

What colours can you see? Why do you think these colours have been used?

What symbols can you see? What do you think these symbols mean?

Why do you think there are some smaller circles and some larger circles?

What do you think the blue symbolises?

Name: Date:

Connotation, Imagery and SymbolPOEM

Choose an unfamiliar word and use a dictionary to fill out the table:

Name: Date:

Connotation, Imagery and SymbolPOEM

Fill out the chart::

Challenge: Use the chart to make a vivid description and paragraph explaining the sea

History Week 2:Your Task: We are learning to Understand people who

influenced the make-up and history of Liverpool

This image was taken in Liverpool! Find out everything you know about it. This must be through inferred guessing and research. Display your information in any way of your choosing!This could be making a poster, cartoon animation or a speech. It’spurpose is to inform.

LIVERPOOL WEbsite

Constellations

Mak

ing

your

own

Con

stellation

1)Re

sear

ch y

our

favo

urit

e co

nste

llati

on2)

Mak

e a

copy

of

it. Y

ou c

an u

se t

he it

ems

liste

d, o

r so

met

hing

you

th

ink

is b

ette

r.3)

- m

arsh

mal

lows

- to

othp

icks

- m

&m’s

- Pl

aydo

h-

unco

oked

pas

ta

4)Ta

ke a

pho

togr

aph

of y

our

cons

tella

tion

, lab

el t

he n

ame

of it

and

at

tach

the

pho

togr

aph

on t

he n

ext

slid

e.

Cons

tella

tion

nam

e: …

…………

…………

…………

…………

………

Atta

ch p

hoto

grap

h he

re

Copyright © Reading Eggs and Blake eLearning 2016

Read the passage.

ACELT1596 Draw connections between personal experiences and the worlds of texts

In paragraph 3, underline what might happen if you dropped a glass jar.

In paragraph 3, colour the word that describes what it would feel like if you fell in the sand.

In paragraph 2, highlight something you have thrown or might throw in the garbage bin.

In paragraph 1, circle one verb that describes something you have done or might do.

Making ConnectionsLinking a text to events in your own life is a great way to build understanding. Look for key words and phrases in the text to make the connections.

Zed and DD, each wrapped in a pickle jar, tipped over and began to roll slowly. The bottled hedgehogs picked up speed, bumping and spinning their way down Garbage Hill.

They skipped over old cars and spun off slimy piles of vegetables, getting air as they hurtled forever downwards.

The two jars collided in midair before landing with a PLUNK! DD’s jar smashed into a million pieces. Zed’s jar spun on the spot until he popped out, fast as a cork. He shot along the sand, grinding his way to a gritty stop.

Colour the correct answers.

Which of the following have you done, or might you do?

Name

Worksheet 1

Lesson 93 • Hedgehogs in the City

¡ buy a jar of pickles

¡ throw an empty pickle jar in the recycling bin

¡ roll down a slope in a pickle jar

¡ store things in an empty pickle jar

¡ roll down a slope

¡ see a hedgehog

¡ see a hedgehog in a pickle jar

¡ play on a garbage heap

¡ collide with someone

¡ collide with someone while wrapped in a pickle jar

¡ fall in the sand

¡ watch an empty pickle jar smash into pieces

Copyright © Reading Eggs and Blake eLearning 2016

Read the passage.

ACELT1596 Draw connections between personal experiences and the worlds of texts

Highlight the key words that tell us who lives in this place.

Underline the reason this place reminds the hedgehogs of home.

In paragraph 2, circle an adjective that describes this place.

Colour the word Ruttel uses to describe this place.

The ‘oasis’ the three hedgehogs land in is clearly a zoo. Carefully read the description of what they see around them.

If you have visited a zoo, write about the things you saw. If you haven’t been to a zoo, think of books you have read and write about the things you would expect to see.

The three hedgehogs fell into an oasis: a place that only a hedgehog could dream of. Piles of rotting rubbish filled the air with sweet aromas. It smelt like home.

As the hedgehogs settled on top of the heap, they slowly took in the landscape. Animals of all kinds stared back at them. This was a magical place where all animals were equal and humans did most of the work. “This really is paradise,” Ruttel mused.

Name

Worksheet 2

Lesson 93 • Hedgehogs in the City

Con

nota

tion,

Imag

ery

and

Sym

bol

Sym

bols

are

pic

ture

s (o

ften

wor

dles

s) th

at re

pres

ent a

com

pany

, ite

m o

r eve

nt.

For l

arge

, wel

l-kno

wn

com

pani

es w

e do

n’t n

eed

to s

ee m

ore

than

a s

ymbo

l bef

ore

know

ing

whi

ch c

ompa

ny, i

tem

or e

vent

is b

eing

repr

esen

ted.

Can

you

nam

e th

e co

mpa

nies

beh

ind

the

sym

bols

? C

halle

nge

your

fam

ily! W

ho c

an p

ick

the

mos

t com

pani

es?

Sym

bolis

m -

now

it’s

you

r tur

n!

Wha

t are

3 c

olou

rs th

at re

pres

ent y

ou a

nd w

hy?

Wha

t are

3 a

djec

tives

that

repr

esen

t you

and

why

?

Do

you

thin

k th

at w

avy

lines

repr

esen

t you

bet

ter,

or s

traig

ht li

nes?

Why

?

Sym

bolis

m -

now

it’s

you

r tur

n!

Cre

ate

your

ow

n sy

mbo

l - a

pic

ture

that

repr

esen

ts y

ou a

s a

pers

on -

usin

g th

e in

form

atio

n yo

u w

rote

on

the

prev

ious

slid

e! I

reco

mm

end

usin

g a

penc

il an

d pa

per s

o th

at it

is to

tally

orig

inal

!

Con

nota

tion,

Imag

ery

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Challenge activity

© All rights reserved. Permission to copy these worksheets LP -- Worded Maths Worksheet

STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels

MATHAROO Worksheet LP – 30 21

Student Name: ___________________

Grade:_______ Date:_____________

http://www.matharoo.com.au/

© All rights reserved. Permission to copy these worksheets UP -- Worded Maths Worksheet


MATHAROO Worksheet UP – 30 21

Student Name: ___________________

G ra Grade:_______ Date:_____________

2

3

4

11


www.Matharoo.com.au -- Primary Maths Worded Problem Worksheets – ANSWER SHEET

Matharoo ANSWER SHEET for Matharoo sheets 30 21 for week beginning 4th October, 2021

ANSWERS – Matharoo Lower-Primary Worksheet LP 30 21

1. Various guesses

2. 14 times

3. 12 globes

4. 34 blocks

5. 5 balloons

6. 21, 24. 27

7. 7 fish

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

ANSWERS – Matharoo Mid-Primary Worded Worksheet MP 30 21

1. 134 seconds 2. 5/10 = ½ 3. 14 books 4. 6/8 = ¾ 5. 270 seconds 6. 75 books 7. $2.75 8. 1 hour 32 minutes 9. 444 cm = 4 m 44 cm 10. Various answers

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ANSWERS – Matharoo Upper-Primary Worded Worksheet UP 30 21

1. 36 minutes and 45 seconds

2. 3:10 pm

3. 15%

4. Various answers

5. 88 km

6. 2 minutes 7½ seconds

7. 56 grams

8. 8/33

9. Various answers

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ANSWERS – Matharoo Extension Worded Worksheet EW 30 21

1. Various answers

2. Very early

3. 15 are happy emojis

4. 40

5. 23 eggs

6. 18/20 = 90%

7. 11 per month

8. 13/15

9. Various answers


STEMChallenge

Build aFoosballModel

Foosball Constraints

1. You are creating a

Foosball Table Model. Use

the Step-by-Step Directions

to help you plan.

2. You need four rows of

players- two rows for each

team.

3. Each team will have 5

players.

4. You may decorate your

players.

5. Your rods holding players

must move so that the

players will kick the ball.

6. The rods must be spaced

carefully so each player

can move.

7. You may add decorative

items if time allows.

8. You may add an opening

or goal for the ball to pass

through.

© Teachers are Terrific!

Step-by-StepDirections

1. Choose a box.

2. Decide which members of

your group will work on the

box, the players, and

décor.

3. Decide on the placement

of the rods that will hold

the players. Make sure the

placement will allow the

players to move. Make

sure the rods are far

enough apart that players

will not kick each other.

4. Mark the spots on the box

that will need holes for the

rods. Make sure these are

at the right height.

5. Decorate the players for

opposing teams.

6. Add 1-2 players to the rods

and place them for the

best possible kicking. Make

sure this works before you

add all the players.

7. Finish decorating the

model.

8. Be ready to compete.

Foosball ChallengeA

SK

NAME______________

How can you use the materials and create a foosball table

model that has players on opposing teams kicking a ball?

IM

AG

IN

EIM

PR

OV

E

REF

LECT

CR

EA

TE

There are two parts to the task- creating the foosball model and decorating the players. What kinds of jobs will you need in your group and what are your beginning ideas?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Sketch and label your idea for the model.

Describe one way you worked together to build the model.

______________________________________

______________________________________

______________________________________

______________________________________

What changes did you have to make as you worked?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

What was the hardest part? What was your favorite part? What did you learn?

Describe a creative part of your model.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

PLA

N

________________________________________

________________________________________

________________________________________

________________________________________


Describe your ideas for identifying the players and decorating the model.

Foosball ChallengeA

SK

SAMPLE ANSWERS

How can you use the materials and create a foosball table

model that has players on opposing teams kicking a ball?

IM

AG

IN

EIM

PR

OV

E

REF

LECT

CR

EA

TE

There are two parts to the task- creating the foosball model and decorating the players. What kinds of jobs will you need in your group and what are your beginning ideas?

We need two people to make the box and the rods. We need the rest to be the decorators. Two of us

will make the players and the others will make the signs and a scoreboard. We all want to make the

players gold and purple and red and black. We want to attach the players to the rods at their middle

not at the top of the stick.

Sketch and label your idea for the model.

Describe one way you worked together to build the model.

Well, really we had to work together on this because there were so many parts to the job. But, especially at the end we were all making more stuff to add.

What changes did you have to make as you worked?

The biggest change was attaching the players. We kept getting them too close together and then the ball could go around the side. So we just kept adjusting where the players were so they could block the ball better. The end zone players needed to be close together though.

What was the hardest part? What was your favorite part? What did you learn?

Describe a creative part of your model.

The hardest part was measuring to get the rods in the right place. Our first set was so crooked and we had to have new holes cut so they would work. Our favorite part was making the players and then playing. I learned to measure carefully.

PLA

N

The players were the best part to make. We made little faces and some of them looked angry and others were puzzled. I just tried to think of emojis when I was drawing.


Describe your ideas for identifying the players and decorating the model.

We are going to color the front and backs of the craft stick players so we can tell the teams apart from every direction. We want a stadium that has people sitting in it and a scoreboard that has hanging numbers so we can change the score. Also, Andy wants to have referees if we have enough sticks.

Photographs

10

Building TimeThe box to the far left has holes made with a

hole punch, but the thicker cardboard of

the brown box needed a different tool. I

keep hole punchers, screwdrivers, and

boxcutters for making holes or cutting

cardboard. Students can use the hole

punchers, but the other tools are off limits.


MISTAKES

I made the holes for this one exactly

where the team had marked them,

but if you look closely you can see

the holes are at different heights on

the far side. We learned to measure

instead of “eye-balling” the

opposite sides of the box.

The team had a very shallow box

and even though their holes were

spaced nicely they found the craft

sticks were just too tall. I snapped

them in half with a wire cutter tool

and they were able to complete

their model. They did discover the

ends of their box were perfect.

Those openings became their goal!

The above team had a very

wide box and their straws and

dowel sticks kept popping out

of the holes. They added

pieces of cardboard to the

ends of the sticks to keep that

from happening!

In the photo below you can

see that they added tape to

the ends of the straws to keep

them from popping out.

Scoring RubricsThe next page is a scoring rubric specific to this challenge.

This rubric is worded only for the entire team effort. If you

wish to individualize this for students to score only

themselves you can change the descriptors using the

editable file.

The descriptive qualities listed are the highest parameters

that might be displayed. Students would score based on

those. If they feel they have upheld what the rubric says

then a score of 4 would be listed. If they didn’t quite reach

that level then they would list a lower number. I am sure

you know how to do this!

There are many ways you can use this rubric. I use them

to allow students to think about their work and whether

they were diligent to the task. The total of the descriptors

can be used as a percentage to determine a grade – if you

choose to use the rubric for grading purposes.

The comment section is for students to write a note about

anything out of the ordinary that happened and does not

have a specific descriptor.

Enjoy

© teachers are terrific12

© teachers are terrific

1= Unsatisfactory 2= Needs to Improve 3= Good Effort 4= Outstanding Effort

For each statement list a score for your effort.

COMMENTS: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Foosball Scoring

ScoreTeam Description

We read the directions about the challenge. We used the constraints of the task to get started. We divided our group into building and decorating teams.

We worked on the separate parts of this project, but we talked frequently to make sure all the parts would work together.

We sketched and shared our ideas for the box and the players. We decided on colors and how the players would be attached and placed.

We made improvements as we worked. We adjusted the players on the rods, added decorative items, and tested everything many times.

We shared our final Foosball model and demonstrated how it worked. We took turns and participated in the competitions.

Our Foosball Model was very successful. The players were decorated and able to kick the ball well. The box had goals at each end and was decorated nicely. We were a great team.

Each group member chose to be part of a team. Box & Rods Team __________________________ Players Team ________________________________ Other décor _________________________________.

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