| NSW Department of Education

education.nsw.gov.au

Stage 3 Term 4 – Week 2

Dear Stage 3,

- Welcome to Week 2! Please see below a break down for the week ahead.

- Please have the following resources available for you to use throughout the week: A Laptop or iPad, book/notepad, pencils, textas, rubber, coloured pencils, ruler and paint.

- All attached activities do not need to be printed off. You can just view the resources and then complete the activities/questions in a workbook or in a Google Doc.

- You only need to submit work on your Google Classroom when your teacher asks you to.

- If you have questions about any of the work for the day, the best time to ask questions is during your Zoom Meeting with your teacher each morning. Each morning please read through your work and then bring your questions to your Zoom Meeting.

Please see the weekly timetable below:

Monday Tuesday Wednesday Thursday Friday

Morning session

Begin each day with: Squiz Kids and Personal Novel Study (10 – 15 mins)

Spelling

Screen Free

Tuesday

Writing Grammar

Comprehension

Personal Novel study

Growth Mindset Writing

Computers

Library

Middle Session

Maths Maths Maths Maths

Afternoon session

History History Music

Art

Sport

Google Classroom and Zoom Information:

We will continue to hold 2 Zoom Meetings this week. Please see below the Google Classroom Codes and Zoom Meeting IDs. Please read the following information carefully. The first Zoom session will be used to go through upcoming activities and answer questions. All students are encouraged to attend the first Zoom session to mark rolls and go through the learning intentions for the day. The second Zoom session will be dedicated to students presenting their project that they were working on at the end of Term 3.

Zoom Session 1: 10.45am – 11.15am

Zoom Session 2: 2.35pm – 3.15pm

Just remember, if you find any of the work too hard,

just do your best and you can always check in with

your teacher. Here are some other helpful tips (ask a

brother or sister; ring a friend; Zoom a friend and

complete your work together; take a break and move

onto a different task).

Miss Maginnis, Mr Bryant, Mrs McLaren, Miss Watts,

Mrs Macnaughtan, Miss Steel and Mrs Turnbull

EXTRA FUN ACTIVITIES!!!

- Watch Squiz Kids Each Morning.

- Learn some Yoga poses and help relax and reset your body each day!

- Watch the weekly episode of BTN.

- Check out these Apple Calendar activities!

- Watch the weekly episode of BTN.

M

O

N

D

A

Y

MONDAY

English

Spelling:

Access your spelling sheet (Y5 or Y6), write or type out your words and complete Monday – Fridays activities. Spend 30 minutes completing this activity. If you do not manage to complete all activities today, please complete them as “Fast finisher” activities during the week. Personal Novel Study:

1. Begin by reading for 15 – 20 minutes. Enjoy the opportunity to ‘escape’ into another world.

2. Open your copy of the Personal Novel Study and either continue with a current activity or begin a new one. Each activity will require a different amount of time to complete.

Break- get some fresh air and step away from your school work!

Maths – Data

Data – Graphs Open the slides and make your own copy Data Monday Slides 1. Identify the characteristics of column graphs on slide 2 and answer the questions. 2. Open slide 3 and carefully read the information (data) and instructions. You may use a table (click Insert and then table), Excel (Google Sheets) or even graph paper to complete Task 1. 3. Add your graph to your copy of the slides and consider the checklist 4. Answer the questions on slide 6 to complete your task.

Break- get some fresh air and step away from your school work!

History

History: An Introduction to Aboriginal Rights in Australia

This week we begin to investigate the struggles for rights and freedoms in Australia.

Follow these simple instructions:

1. Open today’s slideshow – ‘History: Week 2: Aboriginal Rights’. 2. Move through each slide, ensuring you watch the videos, answer the questions and complete

each activity.

T

U

E

S

D

A

Y

TUESDAY

Screen Free Tuesday

Today, you will find attached an activity grid where you will be able to complete activities of your choice throughout the day.

We would also like this to be a computer and technology free day! Get outside and enjoy the sunshine, complete some fun activities from the

grid and enjoy yourselves!

We would love to see what activities you have completed, so please take some photos of your tasks throughout the day! Share your photos and submit them on Friday in your Google Classroom.

W

E

D

N

E

S

D

A

Y

WEDNESDAY

English

Writing Lesson: How to write a Discussion

1. Open the Discussion PowerPoint.

2. Read through slides 1-6 to learn about the structure and language features of a discussion.

3. Read through the discussion example. Take note of the structure and features as you read.

4. See your Google Classroom to complete a labelling activity to demonstrate your understanding

of a discussion.

Extension: Follow on from the discussion examples. Have a go at writing additional for and against paragraphs to the discussion example ‘Should cars be Driven at Night?’.

Personal Development and Health

Growth Mindset - What Does It Mean to Have a Growth Mindset? When you have a growth mindset and believe you can improve and learn more, this helps you put in the effort and extra practice. Having this growth mindset can help you overcome obstacles you may face when learning something new or developing a new skill. It is all about persistence and determination. Watch the following video to gain a better understanding. Complete the activity. Aim to begin to change how you approach new situations. Try to begin by using the works “I can” instead of “I can’t”. Use these phrases to begin thinking more positively!

Break- get some fresh air and step away from your school work!

Maths – Ice Cream Maths Project

Ice Cream Maths Project

1. Go to Google Classroom and find your copy of Week 2 Ice

Cream Maths Project. 2. Complete your Tuesday tasks and insert your work into

your Ice Cream Maths Project document. 3. Copy and paste your questions into your whole class

shared Task 4 Business Survey Questions on Google Classroom. This must be done before your Wednesday Zoom meeting. You will see that your classmates are posting their questions but do not answer any questions today.

Break- get some fresh air and step away from your school work!

History

History: Significant Events in the Struggle for Aboriginal Rights in Australia

Today we will spend the afternoon investigating one significant event in the struggle for Aboriginal and Torres Strait Islander rights and freedoms.

1. Open the slideshow ‘History: Week 2: Mini Project’. 2. Choose one significant event from slide 2. 3. Once you have made your choice click on the link to the relevant page of questions relating to

that event. 4. Follow the instructions.

T

H

U

R

S

D

A

Y

THURSDAY

English

Grammar:

1. Access your grammar sheet. There is a copy of the Google Doc on your Google Classroom.

2. Read and complete the following activities in your book or in a Google Doc.

3. Spend 30 minutes completing this activity. If you finish the Grammar activities within this time go on and complete the Sentence a Day activities as extension. Writing

Writing Lesson: How to write a Discussion

Today you will be planning a discussion. To do that, you will be researching and brainstorming reasons both for and against the topic ‘Is take-away food a good option?’.

Resources: Google document/workbook, Discussion scaffold (see Google Classroom), internet for research.

Steps:

1. To begin planning your discussion on ‘Is take-away food a good option’, a planning scaffold will

support you.

2. Open the discussion planning scaffold. (See Google Classroom).

3. Open an internet browser tab.

4. Search for reasons for and against take-away. Hint* try to use reliable websites.

5. Write down reasons in your planning scaffold and elaborate on them like the example given.

6. Complete your research so you are ready to begin writing the next lesson.

Extension: You may try to include more than three for and against points to make the discussion even stronger.

Break- get some fresh air and step away from your school work!

Maths – Ice Cream Maths Project

Ice Cream Maths Project

1. Go to Google Classroom and find your copy of Week 2 Ice Cream Maths Project. 2. Complete your Thursday tasks and insert your work into your Ice Cream Maths Project

document.

Break- get some fresh air and step away from your school work!

Creative and Performing Arts: Music

Music at Home

Please follow the below instructions from Ms Stevens.

1. Go to the Music Google Classroom.

2. Open the classwork tab and there will be a new assignment there for you to complete.

Creative and Performing Arts: Art Mantra

Art Mantra

Today, we are learning our personal Mantras and how to think positively about our personal strengths. First, let’s unpack what a mantra is! Here is the definition of the word Mantra. Mantra: is a statement, affirmation or slogan repeated frequently. Eg: “My mind is brilliant.” “I am strong.” “I am creative.” “I am positive.” You will need a pencil, Artline pen, ruler, rubber, coloured pencils and/or textas and paint (optional).

1. Today you won’t be colouring in a colouring sheet. Instead you will be creating your own Manta Colouring page.

2. Watch the video. Follow the instructions on the video.

3. Choose 5 or more of your own mantras that relate to you. Start by drawing them in pencil onto the page (as shown in the video). Once you have added your mantras to a page, go over each mantra with an Artline pen.

4. Colour in your mantras with coloured pencils or textas.

5. Scan, copy or photograph your drawing and choose to upload it to Google Classroom.

F

R

I

D

A

Y

FRIDAY

English

Reading: Comprehension – Finding the Main Idea

Comprehension: 1. Open slides & read slide 2 to get an overview of the lesson. 2. Continue by reading slide 4 to understand what it means to find the main idea. 3. Complete Activities on slides 6 and 7. 4. Complete Activities on slide 9 and 10. 5. Get the worksheet from your Google Classroom and unpack the headlines.

Library

- This Term all your weekly Library work from Ms Davis will be on a new Google Classroom.

- Please join the following Google Classroom to access your work for today:

• Year 5 - pu432ic

• Year 6 - eym5pk6

Computers

Please find attached the lesson outline for your computer lesson today. You will be continuing with coding this week! Watch the video https://youtu.be/vlqI9ZCm1Hk before accessing your lesson information.

- Coding Project - Code Plan

Break- get some fresh air and step away from your school work!

Maths – Ice Cream Maths Project

Ice Cream Maths Project

1. Go to Google Classroom and find your copy of Week 2 Ice Cream Maths Project. 2. Complete your Friday tasks and insert your work into your Ice Cream Maths Project document.

Break- get some fresh air and step away from your school work!

PDHPE - Sport

- Ever thought about joining the circus?

- You will need light scarfs or pieces of material/ thin plastic bags/ two pieces of paper towel from your kitchen (still joining together to make the piece bigger). Be creative and use what you have. It needs to be light, not too big and easy to grab. You could even use rolled up socks.

- Start by following along to this scarf juggling for beginners video.

- If you have mastered that move up to three scarf juggling.

- Feeling confident? Try this one-up-two-up scarf trick and tricks with one hand.

- Non Device:Follow the instructions How to Juggle.

- Dazzle your family by performing your tricks, or perform them to your classmates over Zoom.

zĞĂƌϱ—dĞƌŵϰtĞĞŬϮ ďĞƐŝĚĞƐ

ďƌŽĂĚ

ŚĂƉƉŝůLJ

ǁĞĂƌŝůLJ

ĞdžĐůĂŝŵ

ƐƋƵĞĞnjĞ

ŶĞŝŐŚďŽƵƌ

ŵĂŶƵĨĂĐƚƵƌĞ

ƐĂǀĂŐĞ

ǀŽLJĂŐĞ

ƉĂĐŬĂŐĞ

ĐĂƌƌŝĂŐĞ

ŵĂƌƌŝĂŐĞ

ĚĞůĞƚĞ

ĞĚƵĐĂƚĞ

ĨĂƐĐŝŶĂƚĞ

ĐŽŶĨƵƐĞ

ƚƌĂŶƐůĂƚĞ

DŽŶĚĂLJ

ŚŽŽƐĞϱǁŽƌĚƐŽŶLJŽƵƌůŝƐƚƚŚĂƚLJŽƵĚŽŶƚŬŶŽǁƚŚĞŵĞĂŶŝŶŐŽĨ >ŽŽŬƵƉƚŚĞŝƌĚĞĮŶŝƟŽŶƐ

ϭͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Ϯͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϯͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϰͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϱͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

dƵĞƐĚĂLJ

ŶŝĚŝŽŵŝƐĂƉŚƌĂƐĞŽƌĂŶĞdžƉƌĞƐƐŝŽŶƚŚĂƚŚĂƐĂĮŐƵƌĂƟǀĞŽƌƐŽŵĞƟŵĞƐůŝƚĞƌĂůŵĞĂŶŝŶŐDĂƚĐŚƚŚĞ/ĚŝŽŵƚŽŝƚƐŵĞĂŶŝŶŐ

/ĚŝŽŵƐ

ƉŝĞĐĞŽĨĐĂŬĞ

EŽƚŵLJĐƵƉŽĨƚĞĂ

dǁŽŚĞĂĚƐĂƌĞďĞƩĞƌƚŚĂŶŽŶĞ

ZĂŝŶŝŶŐĐĂƚƐĂŶĚĚŽŐƐ

ůůĞĂƌƐ

DĞĂŶŝŶŐ

dǁŽƉĞŽƉůĞǁŽƌŬŝŶŐƚŽŐĞƚŚĞƌŚĂǀĞĂďĞƩĞƌĐŚĂŶĐĞŽĨƐŽůǀŝŶŐĂƉƌŽďůĞŵƚŚĂŶŽŶĞǁŽƌŬŝŶŐĂůŽŶĞ

>ŝƐƚĞŶŝŶŐŝŶƚĞŶƚůLJĨƵůůLJĨŽĐƵƐĞĚ

dŽƌĂŝŶŚĞĂǀŝůLJĂŐƌĞĂƚĂŵŽƵŶƚ

EŽƚLJŽƵƌĐŚŽŝĐĞŽƌƉƌĞĨĞƌĞŶĐĞ

ũŽďƚĂƐŬŽƌŽƚŚĞƌĂĐƟǀŝƚLJƚŚĂƚŝƐƉůĞĂƐĂŶƚ

tĞĚŶĞƐĚĂLJ

ZƵůĞ—/ĨƚŚĞǁŽƌĚĞŶĚƐŝŶ–ƚĞ-ĐĞŽƌ–ƐĞĚƌŽƉƚŚĞ–ĞďĞĨŽƌĞĂĚĚŝŶŐ–ŝŽŶ

ŚĂŶŐĞƚŚĞǁŽƌĚƐďLJĨŽůůŽǁŝŶŐƚŚĞƌƵůĞĂĚĚŝŶŐƚŚĞƐƵĸdž–ŝŽŶ

ĚĞůĞƚĞсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĞĚƵĐĂƚĞсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĨĂƐĐŝŶĂƚĞсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĐŽŶĨƵƐĞсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ƚƌĂŶƐůĂƚĞсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ůůƚŚĞǁŽƌĚƐƐŚĂĚĞĚŐƌĞLJĞŶĚŝŶĂŐĞ ,ŽǁŵĂŶLJĂŐĞǁŽƌĚƐĐĂŶLJŽƵƚŚŝŶŬŽĨŝŶϯŵŝŶƵƚĞƐdŝŵĞLJŽƵƌƐĞůĨ

dŚƵƌƐĚĂLJ

WƵƚLJŽƵƌůŝƐƚŝŶƚŽƐLJůůĂďůĞŽƌĚĞƌ ĨƌŽŵƐŵĂůůĞƐƚƚŽůĂƌŐĞƐƚ;/ĨŵŽƌĞƚŚĂŶŽŶĞǁŽƌĚŚĂǀĞƚŚĞƐĂŵĞŶƵŵďĞƌŽĨƐLJůůĂďůĞƐŝƚŝƐƚŚĞŶƚŽďĞŽƌĚĞƌĞĚĂůƉŚĂďĞƟĐĂůůLJͿ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ďĞƐŝĚĞƐ

ďƌŽĂĚ

ŚĂƉƉŝůLJ

ǁĞĂƌŝůLJ

ĞdžĐůĂŝŵ

ƐƋƵĞĞnjĞ

ŶĞŝŐŚďŽƵƌ

ŵĂŶƵĨĂĐƚƵƌĞ

ƐĂǀĂŐĞ

ǀŽLJĂŐĞ

ƉĂĐŬĂŐĞ

ĐĂƌƌŝĂŐĞ

ŵĂƌƌŝĂŐĞ

ĚĞůĞƚĞ

ĞĚƵĐĂƚĞ

ĨĂƐĐŝŶĂƚĞ

ĐŽŶĨƵƐĞ

ƚƌĂŶƐůĂƚĞ

zĞĂƌϲ—dĞƌŵϰtĞĞŬϮ ŽƌŐĂŶŝƐĞ

ĐĂůĐƵůĂƚĞ

ĚŝƐĂƉƉŽŝŶƚ

ĐĞůĞďƌĂƚĞ

ŝŶǀŽůǀĞ

ƌĞǀŽůǀĞ

ĞǀŽůǀĞ

ƐLJŵƉĂƚŚLJ

ĂƫƚƵĚĞ

ůŽŶŐŝƚƵĚĞ

ĂůƟƚƵĚĞ

ŐƌĂƟƚƵĚĞ

ůĂƟƚƵĚĞ

ĂůƚŽŐĞƚŚĞƌ

ĂůƚŚŽƵŐŚ

ĂůŵŽƐƚ

ĂůƌĞĂĚLJ

ĂůǁĂLJƐ

DŽŶĚĂLJ

ŚŽŽƐĞϱǁŽƌĚƐŽŶLJŽƵƌůŝƐƚƚŚĂƚLJŽƵĚŽŶƚŬŶŽǁƚŚĞŵĞĂŶŝŶŐŽĨ >ŽŽŬƵƉƚŚĞŝƌĚĞĮŶŝƟŽŶƐ

ϭͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Ϯͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϯͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϰͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ϱͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

dƵĞƐĚĂLJ

ŶŝĚŝŽŵŝƐĂƉŚƌĂƐĞŽƌĂŶĞdžƉƌĞƐƐŝŽŶƚŚĂƚŚĂƐĂĮŐƵƌĂƟǀĞŽƌƐŽŵĞƟŵĞƐůŝƚĞƌĂůŵĞĂŶŝŶŐDĂƚĐŚƚŚĞ/ĚŝŽŵƚŽŝƚƐŵĞĂŶŝŶŐ

/ĚŝŽŵƐ

ŽŶƚƉƵƚĂůůLJŽƵƌĞŐŐƐŝŶŽŶĞďĂƐŬĞƚ

ĂƌŬŝŶŐƵƉƚŚĞǁƌŽŶŐƚƌĞĞ

ůůƚŚƵŵďƐ

,ŽůĚLJŽƵƌŚŽƌƐĞƐ

dŚĞŝĐŝŶŐŽŶƚŚĞĐĂŬĞ

DĞĂŶŝŶŐ

dŽďĞĐůƵŵƐLJŽƌĂǁŬǁĂƌĚ

dŽŚŽůĚŽŶŽƌǁĂŝƚ

>ŽŽŬŝŶŐŝŶƚŚĞǁƌŽŶŐƉůĂĐĞ

^ŽŵĞƚŚŝŶŐǁŚŝĐŚŵĂŬĞƐĂŐŽŽĚƐŝƚƵĂͲƟŽŶĞǀĞŶďĞƩĞƌ

dŽŵĂŬĞĞǀĞƌLJƚŚŝŶŐĚĞƉĞŶĚĞŶƚŽŶŽŶůLJŽŶĞƚŚŝŶŐ

tĞĚŶĞƐĚĂLJ

ZƵůĞ—tŚĞŶĂĚĚŝŶŐ–ĂůůƚŽƚŚĞďĞŐŝŶŶŝŶŐŽĨǁĂLJƐĚƌŽƉŽŶĞ–ůĞŐĂůůнŵŽƐƚсĂůŵŽƐƚ

ƌĞĂƚĞƚŚĞĂĚĚŝƟŽŶĞƋƵĂƟŽŶĨŽƌĞĂĐŚǁŽƌĚ

ĂůƚŽŐĞƚŚĞƌсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĂůƚŚŽƵŐŚсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĂůŵŽƐƚсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĂůƌĞĂĚLJсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ĂůǁĂLJƐсͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ůůƚŚĞǁŽƌĚƐƐŚĂĚĞĚŐƌĞLJĞŶĚŝŶƚƵĚĞ ,ŽǁŵĂŶLJƚƵĚĞǁŽƌĚƐĐĂŶLJŽƵƚŚŝŶŬŽĨŝŶϯŵŝŶƵƚĞƐdŝŵĞLJŽƵƌƐĞůĨ

dŚƵƌƐĚĂLJ

WƵƚLJŽƵƌůŝƐƚŝŶƚŽƐLJůůĂďůĞŽƌĚĞƌ ĨƌŽŵƐŵĂůůĞƐƚƚŽůĂƌŐĞƐƚ;/ĨŵŽƌĞƚŚĂŶŽŶĞǁŽƌĚŚĂǀĞƚŚĞƐĂŵĞŶƵŵďĞƌŽĨƐLJůůĂďůĞƐŝƚŝƐƚŚĞŶƚŽďĞŽƌĚĞƌĞĚĂůƉŚĂďĞƟĐĂůůLJͿ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ŽƌŐĂŶŝƐĞ

ĐĂůĐƵůĂƚĞ

ĚŝƐĂƉƉŽŝŶƚ

ĐĞůĞďƌĂƚĞ

ŝŶǀŽůǀĞ

ƌĞǀŽůǀĞ

ĞǀŽůǀĞ

ƐLJŵƉĂƚŚLJ

ĂƫƚƵĚĞ

ůŽŶŐŝƚƵĚĞ

ĂůƟƚƵĚĞ

ŐƌĂƟƚƵĚĞ

ůĂƟƚƵĚĞ

ĂůƚŽŐĞƚŚĞƌ

ĂůƚŚŽƵŐŚ

ĂůŵŽƐƚ

ĂůƌĞĂĚLJ

ĂůǁĂLJƐ

6/10/2021

1

DataGraphing (column graphs)

Graphs are a useful mathematical tool for displaying all types of information (data), for example the

results of experiments or surveys.Column graphs will have labelled vertical and

horizontal axes and a scale.

Column (bar) graphs

In this example, the graph has a vertical axis (number of children), a horizontal axis (favourite flavour) and a scale (0 to 40)

Questions to consider -

1. Which flavour is the most popular? ________

2. How many children like Salt and Vinegar? ____

3. How many children were surveyed altogether? ____

1

2

6/10/2021

2

Using column graphs to display data

Task 1 This table lists data on the weather conditions of our capital cities on one day. Use the example below to create a column graph on the next slide to display two lists of information from the table.

Column Graph - create a table or use graph paper (and upload your image)

3

4

6/10/2021

3

Checklist for your graph

What information is along the horizontal axis? (name of each capital city)

What label could be written to match this information? (Capital City)

What information is along the vertical axis? (temperature)

What label could be written to match this information? (Temperature oC)

Title for the graph

Questions

1. Which city had the highest temperature? __________2. Which city had the lowest temperature? __________3. What was the difference (subtract) between their temperatures? _____4. Did rain create low temperatures? Explain.

_______________________________________________________5. Which list of data did you not put on your graph? ________________6. If you had to add a month of the year to complete the title of the graph, which

month would you select? Why? _________________________________

5

6

6/10/2021

1

Aboriginal Rights in Australia

Today we begin our investigation into Aboriginal Rights in Australia.

Last week we learnt about the Universal Declaration of Human Rights.

Today we expect all Australians to have equal Human Rights.

1. Read through this list of Human Rights and highlight ALL of the ones you consider IMPORTANT.

The right to be born free and equal.

The right to have freedom from discrimination.

The right to an education.

The right to vote in government elections.

The right to free movement and to choose where you live.

The right to health care, housing and social security.

The right to own property.

The right to work and be paid fairly.

The right to an adequate living standard.

The right for families to be protected by society and the state.

2. Watch the following video.

3. As you do, use the left column to indicate whether each right is being RESPECTED or DENIED in relation to the Aboriginal people in Australia.

= RespectedX = Denied

or X

1

2

6/10/2021

2

Rewatch the video and use the information to complete the following timeline. Move each event to its correct place on the timeline.

A Timeline of Indigenous Rights in Australia

1965 1966 1967 1992

Mabo Decision Wave Hill

Walk Off

Freedom Ride

Referendum

In January this year the second line of Australia’s national anthem was changed from,

‘For we are young and free’

to

‘For we are one and free.’

Check out this BTN episode to help you understanding the reason for this change.

Summarise your own thoughts about the status and rights of Aboriginal people in the 20th century.

Finish today’s history lesson by listening to the following song ‘Treaty’. This song was written by a mainly Aboriginal band to make a political point in response to broken promises made by the Australian Government to the Aborignal people relating to land rights.

‘Treaty’ was a worldwide hit and the first song by a mainly Aboriginal band to peak on the ARIA singles chart. It was also the first song in an Aboriginal Australian language to gain extensive international recognition.

3

4

Today is about doing activities that make you feel good! Choose activities to complete from the grid below and enjoy a screen-free day! Activities marked with an *Asterix * are to be completed on your own or with a sibling! Save the other tasks for the afternoon when your parents are free!

*Relax Hour*

Play a board game with a sibling. (Remember mum and

dad are working).

Fitness Hour

Create your own scavenger hunt. Once you have created it, share it with a sibling or family member.

*Family Portrait*

Draw a detailed family portrait including pets.

Bake off time

Have a family bake off and decide who is the best.

*Letter Writing*

Write a letter to family member in another house and post it.

*Thankful Jar* Make a thankful jar and add cards to the jar that include things that you are thankful

for.

*Jokes*

Create your own jokes and share them with your family at dinner. Have a joke competition. Who

tells the funniest jokes?

*Story Sack* Choose a favourite book And

collect some items in a bag that have something to do with the book. Can someone else guess the book based on the items?

*Dance Time*

Make up a routine —Joe Wicks style..

Adventure outdoors

Go for a walk and discuss what you see, hear and smell.

*Genius Hour*

Read your favourite book to your brother or sister.

*Create your own Board Game*

Invent a brand new board game.

*Let’s Puzzle*

Build a jigsaw puzzle.

*Would you rather*

Create a ‘Would you rather…’ game.

*Tower Time*

Make a tower using objects in your house.

*Create a Diary*

Create a special diary and write your first diary entry,

highlighting things you are thankful for.

*Build a Cubby Den* Build a den inside or outside. Plan

this before you begin your day, and check that the area and materials are ok with your

parents.

Puppet Show Make stick puppets or sock

puppets of characters in your favourite story. Use them to put

on a puppet show with someone you live with.

*Relax Hour*

Listen to your favourite music.

*Teach yourself a new skill* Now’s the time to practice that skill you’ve always wanted to learn, such as riding a bike,

learning how to skip, knitting, a new language etc. The list of

skills is endless.

Cooking Follow a recipe to make

something tasty. Remember you may need adult

supervision. Practice following instruction, weighing and

measuring.

*Obstacle Course* Using objects from around the

house or in the garden, set up an obstacle course. Challenge your

family to see who can complete it in the shortest time.

*Sculpture*

Make a sculpture out of tin foil.

*Draw a Map* Thank back to our position lessons in Maths. Draw a

treasure map of skull island (or choose a creative name).

Research what to include on your map.

*Yoga*

Close your eyes and take 10 deep breaths. Complete some of the Yoga exercises from the

front of the LFH pack.

HAPPY SCREEN-FREE TUESDAY!!

6/10/2021

1

Writing a Discussion

Purpose of a Discussion

The purpose of a discussion is to explore arguments for and against a particular topic.

Types of Discussions

There are two types of discussions.

Analysis: The writer concludes by summarising both points of view.

Evaluation: The writer concludes by giving his/her personal opinion and/or recommendations.

1

2

6/10/2021

2

Structure of a Discussion

Language features of a discussion

3

4

6/10/2021

3

Example of a discussion

Click here to read a larger version of the discussion

example.

Recap

A discussion explores arguments for and against a particular topic. It states the issue and gives both points of view with back up evidence. A discussion concludes with a summary of both points of view or a personal opinion.

See your Google Classroom to complete a labelling activity to demonstrate your understanding of a discussion.

5

6

Should Children Wear School Uniforms? There are many arguments for, and lots against children wearing school uniforms. Some believe that children should wear school uniforms because teachers are able to identify their students when they go on excursions, and it stops children competing for who wears the nicest clothes. However, some suggest that children should not wear school uniforms because it is boring and it can cost the parents a lot of money.

The first argument for wearing a school uniform is that people will know what school you come from. On excursions, it is easy for the teachers to know where their children are if they are in their school uniform. This can decrease the chances of children being lost, and it also allows for children to stay safe in their surroundings.

Secondly, school uniforms are a good idea because they make all the children look the same. If there weren’t school uniforms, rich children might wear very expensive clothes with brand names, while poor children would not be able to afford these. Pupils would try to compete with each other to have the nicest clothes, and this would mean that parents might have to spend a lot of money buying new and different clothes for their children. In the long run, it would save parents money if their children had a school uniform to wear.

On the other hand, wearing school uniforms is boring. Children are not able to choose their own clothes, even though they like to be individuals.

In addition, school uniforms still cost a lot of money. Some schools may only require you to purchase one type of uniform to wear throughout the whole year, however, most schools require you to purchase a summer, winter and a sports uniform. Also, because the uniforms are to be worn every day, parents will have to buy a couple of sets of each uniform so they don’t have to worry about washing them every single night. While some parents may be able to afford new ones for their children, other families may not.

After considering the arguments on both sides of the issue, I believe that children should wear school uniforms, however they should have some say in the style and the colour.

Name: _______________________________ Date: ______________

Something that is hard for me:

Something that I want to learn more about:

Something that I need help with:

Something that I have to try more than once:

POSITIVE SELF-TALK

POSITIVE SELF-TALK

POSITIVE SELF-TALK

POSITIVE SELF-TALK

Answer the prompts on the left. Then think of something positive that you can tell yourself which will help you have a growth mindset!

DEVELOPING A GROWTH MINDSET

I can’t…

YET!

But I CAN if I take these steps!

Write or draw something that you can’t do YET. Then write or draw steps you can take to grow that skill.

I can’t…

YET!

But I CAN if I take these steps!

Name: _______________________________ Date: ______________

DEVELOPING A GROWTH MINDSET

Ice Cream Maths

_____________________________________________________________________________________

Hi everyone, this term during our maths lessons, you are going to create your own ice creamshop! You will need to ensure that your business will be profitable and that people will want to buyyour product so get your designing, creative brains ready!!

Before you get started, why don’t you take a look at these websites which give you informationabout some successful Ice Cream Shops in Australia. They might help to get you started with yourthinking about what you would want if you owned an ice cream shop.

https://coldrock.com.au/https://rcicecream.com.au/https://www.benandjerry.com.au/chatswood

Now, let’s get started!

Week 2, Term 4

The following tasks are to be completed this week.

Tuesday

TASK 1: Graphing Favourite FlavoursTASK 2: Interpret your dataTASK 3: Business Survey Questions

Wednesday

TASK 4: ResearchTASK 5: Business Survey

Thursday

TASK 6: Two way tables

Friday

TASK 7: Creating a menuTASK 8: Brainstorming

Ice Cream Maths

_____________________________________________________________________________________

Tuesday

TASK 1:Graphing Favourite Flavours

Survey your friends, family and classmates to find out their favourite flavours of ice cream. We cando a class survey in our morning zoom. Once you have gathered your data, you are to graph theresults and insert your graph below. Think about what sort of graph you would like to use todisplay your data. You can use excel, or sheets to produce your graph OR you can draw one upyourself. Find how to create a graph in this Excel video. If you would prefer to use Google Sheets,watch this Google Sheets video. Non device: Draw your table and graph on grid paper.

Remember to include; Colour (perhaps they could match the flavours of the ice cream). A title clearly explaining what the graph represents. A key (if needed). Label both your x and y axis (if used) to ensure your graph provides all the information that

is needed. An appropriate scale.

Insert your graph here:

TASK 2:Interpret your data

What did you find out?Explain what type of graph you chose to represent your data and why you chose it. What are theadvantages and disadvantages of using this type of graph?List the facts you discovered and how this will affect your ice cream selection for your ice creamshop. Were there any surprising results? What were they?Use your data to make a list of the flavours you might want to sell in your shop.

Insert your work here:

Ice Cream Maths

_____________________________________________________________________________________

TASK 3:Business Survey Questions

Write four multiple choice questions to ask your classmates about opening an ice cream shop(some suggested questions might include new flavours, choice of toppings, what else to serve,would you prefer to eat in or take away, how often you eat ice cream, cone, waffle or cup etc).Paste these questions into the Business Survey Question Google Doc on Google Classroom. Youmust have these questions in this doc before our morning zoom meeting tomorrow.

Business Survey Questions

1.a.

b.

c.

2.a.

b.

c.

3.a.

b.

c.

4. a

b

c

Ice Cream Maths

_____________________________________________________________________________________

Wednesday

TASK 4:ResearchProvide a brief history of ice cream. Include some fun facts!

Insert your work here:

TASK 5:Business SurveyDuring our morning zoom you will vote for each of the business survey questions that werecreated yesterday, placing your initials to mark your choice. Remember you can only vote on eachquestion once.After the zoom, you will have responses to your own business survey questions, record theresponses to the survey as tally marks in the table below. Graph the results and insert the graphbelow the questions.Think carefully about what type of graph would be best to clearly show your results (eg line graph,column graph, pie chart etc).

You could use Excel or Google Sheets to create your graphs once you have entered your tabledata. Find out how to create a graph in this Excel video. If you would prefer to use Google Sheets,watch this Google Sheets video.Non device: Draw your table and graph on grid paper.

Remember to include;

a title that clearly explains what each graph represents, a key (if needed) label both your x and y axis (if used) to ensure your graph provides all the information that

is needed. An appropriate scale

Questions Totals (tallymarks)

1.a.

b.

c.

Graph

Ice Cream Maths

_____________________________________________________________________________________

2.a.

b.

c.

Graph

3.a.

b.

c.

Graph

4. a

b

c

Graph

Ice Cream Maths

_____________________________________________________________________________________

Thursday

TASK 6:Two way tables

A two-way table is one way to display frequencies for two different categories collected from asingle group of people. One category is represented by the rows and the other is represented bythe columns. We can then create side-by-side column graphs for the two variables. All the peoplebelow were asked what their favourite drink was. The group of people were then split into twogroups (or two variables), boys and girls.

Drinks Boys Girls Total

Milk 5 6 11

Water 3 2 5

Juice 2 1 3

Total 10 9 19

Using the data you have collected, create your own two-way table. You can decide how to split thepeople into two or more groups.Now turn your data into a side-by-side column graph.

Ice Cream Maths

_____________________________________________________________________________________

You could use Excel or Google Sheets to create your graphs once you have entered your tabledata. Find out how to create a graph in this Excel video. If you would prefer to use Google Sheets,watch this Google Sheets video.Non device: Draw your table and graph on grid paper.

What did you discover from representing your data this way?

Insert your work here:

Friday

TASK 7:Creating a menu

Using the survey results from Task 1, Task 2 and Task 4 create your store's menu (remember toinclude flavours, drinks, shakes, sundaes and specials). Don’t include prices yet - you will need towork those out in another task. Explain your choices using your data. For example, why did youchoose milkshakes over smoothies?

Ice Cream Maths

_____________________________________________________________________________________

Insert your menu here:

Ice Cream Maths

_____________________________________________________________________________________

TASK 8:Brainstorming

Brainstorm different names and slogans for your ice cream shop. From these ideas choose yourfavourite.

The name will be the actual business name for your shop.

The slogan is a catchy phrase that you will use to advertise your product, for example, Cold RockIce Cream’s slogan is ‘Australia’s coolest ice cream!’ It is a clever slogan because it links back tothe business name with the word cool (meaning cold) as well as meaning that it is cool to eat it(meaning that it is a popular thing to do).

Names:1.2.3.4.5.Favourite:

Slogan:1.2.3.4.5.Favourite:

6/10/2021

1

Aboriginal Rights in Australia

Today we will spend the afternoon investigating one significant event in

the struggle for Aboriginal and Torres

Strait Islander rights and freedoms.

The Right to Vote Federally in 1962

The Mabo Decision

National Sorry Day

Freedom RideChoose ONE significant event to

research this afternoon.

Click on the link which will take you to the relevant slide for each event.

1

2

6/10/2021

2

The Freedom RideIn Australia

To assist you with your investigation, complete the following tasks:

1. Create a new slide for your work.2. Make sure you research information

relating to the Australian Freedom Ride (not the one in America)

3. When did this event take place?4. What was the main purpose of the Freedom

Ride? 5. Who participated in the Freedom Ride?6. How long did the bus journey go for?7. Provide a map of the places visited.8. Who was Charles Perkins and what part did

he play?9. How successful was the Freedom Ride? Did

it achieve its goals?Watch the first 4 minutes of this BTN video to help you with your research.

The Mabo DecisionTo assist you with your investigation, complete the following tasks:

1. Create a new slide for your work.2. Watch this episode of BTN.3. Answer the following questions using your new slide.

a. The Island of Mer is also known as ………?b. The island is between Queensland and which

country? Find it using Google Maps. c. What does ‘terra nullius’ mean? d. Why did Eddie Mabo go to court in the 1980s? e. What was the significance of the Mabo

Decision?4. Watch this BTN episode about Native Title.

a. What is Native Title?b. Why is Native Title so important?

5. Watch this episode of BTN and record anything else that you find interesting about this important event.

3

4

6/10/2021

3

Aboriginal Right to Vote and the 1967 Referendum

To assist you with your investigation, complete the following tasks:

1. Create a new slide for your work.2. Find out the meaning of the word

‘Referendum’ and record it on your slide.3. Watch this episode of BTN before

answering the following questions:a. How long ago did Australians vote to

change our country’s law to recognise indigenous Australians aas citizens?

b. Did Aboriginal people have equal rights to other Australians in the 1960’s? Explain.

c. In what year were Indigenous Australian given the right to vote in Federal elections?

d. In 1967 what percent of Australians voted ‘yes’ to change the constitution?

e. What does it mean to have equal rights?

National Sorry Day To assist you with your investigation, complete the following tasks:

1. Create a new slide for your work.2. Watch this episode of BTN.3. In your own words explain what is meant by the

‘Stolen Generation’.4. Watch this episode of BTN.5. What was Prime Minister Kevin Rudd saying

‘sorry’ for in his speech?6. Why do you think the current government has

chosen to apologise?7. Why is it considered one of the most important

speeches in Australian history?8. There was ‘bi-partisan’ support for the apology.

What does this mean? It will help to find out what the term ‘bi-partisan’ means.

5

6

Grammar Term 4 Week 2

Similes

A simile is a figure of speech that compares one thing to another. It is a direct comparison introduced by the words like or as.

For example: He was as brave as a lion.

1. Use a word below to complete each simile.

silk bee kitten coal eel snow

a. The cloth was as black as ____________.

b. The wet ball was as slippery as an _____________.

c. My little sister is as playful as a ______________.

d. The top of this table is as smooth as ____________.

e. I’ve been as busy as a ______ lately.

f. The lamb is as white as _________.

2. Write five more sentences containing a simile of your choice.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

5. ________________________________________________________________

Sentence A Day

An adjectival clause is a complete message or thought, containing a verb or a verb group, which provides information to describe the person or thing named. An adjectival clause usually begins with a relative pronoun (who, whom, whose, which, that). Who and that refer to people. Which and that refer to things. The relative pronoun is placed immediately after the noun to which it refers.

For example: The child who wore the red top came first in the race. The car which was parked under the tree was damaged in the storm. The books that I bought yesterday were on sale.

Write a sentence using these adjectival clauses:

a. who was crying

_____________________________________________________________________

b. which was planted by the mayor

_____________________________________________________________________

c. that was rolling on the grass

_____________________________________________________________________

d. whose dog was lost

_____________________________________________________________________

e. who liked ice cream

_____________________________________________________________________

f. to whom the gift was given

_____________________________________________________________________

Discussion Scaffold

Use this scaffold to help you research your reasons for and against take-away food. Try

to give evidence or examples to elaborate on your reasons. The first example has been

done for you.

Title: Is take-away food a good option?

Introduction:

Arguments For:

Many argue take-away food is great because it is fast and convenient.

Especially for adults who are very busy or time poor. Research shows us

that working families are busier now compared to past generations, where

often only men worked. Families now are often both juggling full time work,

along with cooking, clearing and parenting children. At a time when adults'

lives are so busy, they may not have much free time to cook home made

meals. Take-away food is a good option for those who don’t have much

time, and it can allow them more time to spend with their children, rather

than cooking.

.

.

Arguments Against:

Conclusion:

6/10/2021

1

FINDINGTHE MAIN IDEATerm 4, Lesson 1

UNPACKING THE MAIN IDEA01Understand what itmeans to find the mainidea in a passage orpicture.

A PICTURE PAINTS A THOUSAND WORDS02Predict what is happeningin a variety of pictures.

TOPIC, MAIN IDEAAND THEME03It is important to be able to identify the topic to then be able to determine the main idea

IDENTIFY THE TOPIC AND MAIN04Have a go at determiningthe topic and main idea!

LESSON OVERVIEW

1

2

6/10/2021

2

01

Understand what it means to find the main idea in a passage or picture.

UNPACKING THE MAIN IDEA

What is Finding the Main Idea?Main idea1. Being able to determine the main idea helps readers to recall important

information. Locating the main idea and significant details helps the reader understand the points the writer is attempting to express. Identifying the relationship between the main idea and significant details will support comprehension.

2. Students need to develop a main idea statement based on the following information:

3. who or what the paragraph is about (the topic of the paragraph, which will usually be the subject of the main idea statement).

4. the most important information about the “who” or “what”.

3

4

6/10/2021

3

02

Predict what is happening in a range of pictures.

A PICTURE PAINTS A THOUSAND WORDS

A picture paints a thousand words

Begin by looking at the followingimage.Answer the following questions:• Who do you think is involved in this

image?• What might be happening?• What do you think happened before

this?• What might happen after this image?• What message do you think this

image is sending?• What was the creator’s intention or

message?

5

6

6/10/2021

4

A picture paints a thousand words

Choose 2 out of the 3 images and complete the table to your right.

Make your own copy of this table in a Doc or in your work book.

What is this text about?

What key information is in this image?

What or who is involved?

Where might this be happening?

What might have been happening before this?

03

It is important to be able to identify the topic to then be able to determine the main idea

A PICTURE PAINTS A THOUSAND WORDS

7

8

6/10/2021

5

Topic, main idea and theme1. All texts have a topic and at least one main idea. It is important to be able

to identify the topic to then be able to determine the main idea.2. Watch the following BTN report.3. In this BTN report, I can see the heading ‘Kaurna with Tiyana’. I am unsure

what “Kaurna’ means so I will read the introduction further. I can see the text says that it is International Mother Language Day and Tiyana is helping to protect the Kaurna language. I can see the topic of this text is about protecting the Kaurna language.

4. “I know the topic of this text is protecting the Kaurna language. I also know that the text explores International Mother Language Day; this is a day that recognises the importance of language and culture and protecting languages. If the topic is quite specific, the main idea is much more broad and can be one sentence bringing all the information together. The mainidea of this text is that protecting mother language is important in order to recognise and celebrate culture. This is much more broad than just the Kaurna language and helps me to understand what the whole text is about.”

Topic, main idea and theme5. Let’s reiterate what has been established so far:

• Topic is protecting the Kaurna language• Main idea is that protecting mother language is

important in order to recognise and celebrate culture

6. Let’s finish by unpacking the idea of ‘theme’ as an overriding moral or lesson the author wants the reader to take away from the text. Themes can be transferred outside of the text to real life and to other texts and experiences. Some examples of themes include: friendship is important, believing in oneself, being truthful is important and so on. Using the same text, ask students to consider what the theme or moral might be. What might be the learning we can take from this? The theme might be that all we must value all people.

9

10

6/10/2021

6

04

Have a go at determining the topic and main idea!

IDENTIFYING THE MAIN IDEA

Identifying the main ideaYou are going to read a range of headlines. You need to

brainstorm responses to these questions (see attachedworksheet).

• What do you think this headline is about? • What questions do you have about this headline?

See the first example below and then complete the remaining headlines on your worksheet.

11

12

Man on the Moon What do you think this headline is about?

What questions do you have about this

headline?

Animals Terrorised by Bossy Donkey What do you think this headline is about?

What questions do you have about this

headline?

We Shall Overcome What do you think this headline is about?

What questions do you have about this

headline?

Soda Ban Goes Flat What do you think this headline is about?

What questions do you have about this

headline?

So, there was this squirrel… What do you think this headline is about?

What questions do you have about this

headline?

So, there was this squirrel… What do you think this headline is about?

What questions do you have about this

headline?

Year 5 1. Watch this video explaining your project. 2. Complete steps 1 and 2 from your Project Task Sheet on to your Code Plan.

FYI Step 1: Choose an area of sustainability you would like to focus on and do a small amount of research. Fill out your research on your Code Plan (on Google Classroom). Step 2: Decide on whether you will create a game, story or animation. Write your decision and which program you'll use on your Code Plan. Code plan: Access on Google Classroom in Assignments.

5W: Scratch link: http://scratch.mit.edu/signup/hvh rp4tkr Google Classroom Code: wv3dnnb

5B: Scratch Link http://scratch.mit.edu/signup/cfx h2m43v

Google Classroom Code: pxq73oc

5M: Scratch Link http://scratch.mit.edu/signup/58d r2w85n

Google Classroom Code: fbrmxbq

Year 6 1. Watch this video explaining your project. 2. Complete steps 1 and 2 from your Project Task Sheet on to your Code Plan.

FYI Step 1: Choose an area of sustainability you would like to focus on and do a small amount of research. Fill out your research on your Code Plan (on Google Classroom). Step 2: Decide on whether you will create a game, story or animation. Write your decision and which program you'll use on your Code Plan. Code plan: Access on Google Classroom in Assignments.

6M: Scratch Link http://scratch.mit.edu/signup/48 mtnx2r8 Google Classroom Code: 762d44p

6R: Scratch Link: http://scratch.mit.edu/signup/3ec djmepr Google Classroom Code: pkpdh5k

6S: Scratch Link: http://scratch.mit.edu/signup/9x8 2j5xvt Google Classroom Code: gcamuug

Follow the steps on the next page toguide your process

2

Recycling and only using reusable products/ materialsReducing landfillChanging our modes of transport to greener ones suchas buses, trains and cyclingChanges to diet, lifestyle and farming

Define: A Greener FutureWhat do we mean about a greener future? When wevisualise 2050 being greener, we're talking about a

combination of these things:

ENVISIONING A GREENER FUTURE IN 2050

Stage 3 Coding Project

Ideas and ExamplesYou could consider:

- A game that involves a sprite moving through a maze to put litter in the bin- A story set in 2050 with sprites role modelling a greener way of living (with a

problem in the middle)- An animation that showcases what a place would look like in 2050

Task SummaryWhat does the year 2050 look like? Create a game, story or animation that not onlyentertains but also educates the player about how they could contribute towards a

greener future. Scratch is recommended, however if you have skills in otherprograms you are welcome to use those.

1

On your Code Plan, write downthe name of some tutorials that will

help you learn certain coding skills foryour project. Tick them off as you

complete them.

Decide on whether you willcreate a game, story or

animation. Write your decisionand which program you'll use on

your Code Plan.

2

4

3

Choose an area of sustainability you would like to

focus on and do a small amount ofresearch. Fill out your research on

your Code Plan (on GoogleClassroom).

1

Steps

FYI: Designing a game is the most complex task, andan animation is the simplest for beginners.

On your Code Plan, writedown a detailed description of whatyour project will look like. Mention

the coding skills needed, sprites,backgrounds and any additional

information.

Submit your Code Plan and beginyour tutorials and coding project.

5

Code plan: Week 4 Check-in Week 6 Final Project: Week 8

Due Dates

Code PlanChoose an area of sustainability you would like to focus on and do a small amount of research. Fill out your research here:

1

Decide on whether you will create a game, story or animation. Write your decision and which program you'll use here.

2

Area of sustainability:

Key Points Website (in size 6 font)

I am going to make a _____ using the program _____.

Write down the name of some tutorials that will help you learn certain coding skills for your project. Tick them off as you complete them.

4

Tutorial Name Tick when Completed

Write down a detailed description of what your project will look like. Mention the coding skills needed, sprites, backgrounds and any additional information.

3

Write your description here. The text box will grow with your writing.

Ready to begin?

The first step in learning how to juggle

Start with one ball, tossing it from one hand to the other. The ball should arc slightly,

with the top of the arc at about the level of your forehead. Easy, right?

Once you feel very comfortable with the rhythm of passing the single ball back and forth

between your hands, you're ready to start practicing with two balls.

Start with one ball in each hand. Toss the first ball in your standard arc. As the first ball

approaches the top of the arc, toss the second ball in the same arc pattern, slightly

inside of the first ball's path to avoid a collision.

Initially, it is easier to just let the balls drop to the floor so you don't feel flustered by

trying to throw and catch what may suddenly feel like a lot of objects. (You may want to

use bean bags, which don't roll away when they drop!) The rhythm for this is "throw,

throw, drop, drop."

Start with two balls in one hand and one ball in the other hand. Again, you may find it

easier to simply allow the balls or bean bags to drop on the floor for now.

Toss the first ball from the hand that is holding two balls. Toss the second ball from the

other hand just as the first ball is approaching the top of its arc. As the second ball rises

toward the top of its arc, toss the third ball (from your first hand) and send it on its way,

just inside the second ball's arc. Although everything is moving at the same rate as

when you were tossing two balls, it may suddenly seem much faster and more chaotic!

When you're ready, work on throwing and catching the three balls. If catching all three

balls is too difficult, just catch one and allow the others to drop to the floor. As you feel

more comfortable, try catching the second and third balls as well.

Then add a fourth throw by tossing the first ball again when the third ball approaches

the top of its arc. Keep practicing, adding more and more tosses to keep the balls in

motion.