Stage 3 – Week 9 Online booklet

Contents ‘Daily 5’ Activities Week 9 Monday- Friday ............................................................................................ 4

English – Monday and Tuesday............................................................................................................... 6

English - Wednesday and Thursday ........................................................................................................ 9

English – Friday ..................................................................................................................................... 11

Mathematics (Monday) – 1 hour ......................................................................................................... 13

Mathematics (Tuesday) – 1 hour .......................................................................................................... 16

Mathematics (Wednesday)– 1 hour ..................................................................................................... 17

Mathematics (Thursday) – 1 hour......................................................................................................... 19

Mathematics (Friday) – 1 hour ............................................................................................................. 20

Science .................................................................................................................................................. 24

Geography Project ................................................................................................................................ 29

STEM (Friday) - Genius Hour (1 hr) ....................................................................................................... 31

Library ................................................................................................................................................... 32

DRAMA .................................................................................................................................................. 33

Lawson Public School - Stage 3

Weekly Timetable – Online Learning Week 9

Time Monday Tuesday Wednesday Thursday Friday

Morning – 1 hour

‘Daily 5’ Activities

‘Daily 5’ Activities

‘Daily 5’ Activities

‘Daily 5’ Activities

‘Daily 5’ Activities Spelling test – Get someone to test you on your spelling words

English – Persuasive Texts

English – Persuasive Texts

English – Persuasive Texts

English – Persuasive Texts

English –Persuasive Texts

Morning Tea Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Middle - 1 hour

Maths – Lesson 1

Maths – Lesson 2 Prodigy

Maths – Lesson 3

Maths – Lesson 4 Studyladder

Maths – Lesson 5

Lunch Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Afternoon - 45 min

Science ZOOOOOOM SESH AT 12. Both Classes welcome.

Watch BTN and take some notes

Geography Asia study

India

Library STEM - Genius Hour Genius hour allows you to explore your own passions and encourages creativity.

Extra List – If you need a break, take 30 min and do something from this list.

Prodigy StudyLadder Mindful Colouring Cooking Reading

‘Daily 5’ Activities Week 9 Monday- Friday

1. Word Work - Complete your spelling activities from the grid on the next page. Choose 2 activities per day.

2. Read to Self - 15 minutes of silent reading Or 15 minutes on the Read Theory website. Dabbs; https://readtheory.org/app/sign-up/create-account/student?classcode=4NBP829D

3. Work on Writing - free writing in a google doc or writing book.

4. Read to someone: read to a parent, carer, sibling or pet for 15 minutes. Focus on expression and fluency

Week 8 Spelling List (/n/ sound)

1. inn 2. bun 3. Fern 4. funny 5. knee 6. knife 7. kneel 8. winner 9. numeral 10. gnaw

11. gnome 12. design 13. November 14. Medicine 15. reign 16. foreign 17. cyclone 18. gnocchi 19. magazine 20. pneumonia

5. Word Work- Spelling

English – Monday and Tuesday Week 9

Our first week on this topic we introduced persuasive texts, and had a look at the language features and devices that make an argument sound good. The following week you thought of a topic, then had a chance to focus on each paragraph before putting it all together. Last week we focussed on adding some of the language features and devices to your text.

This week, we are going to focus on using your argument in a few different contexts.

If you have yet to start (This will be due next week) your topic is;

Learning from home IS/ISN’T better than learning from school.

Today and tomorrow, we are going to write our arguments as letters. Sometimes a different context can help us come up with great ideas. You don’t have to change the topic, or your arguments, but you can use the template below to write a persuasive letter. Choose someone appropriate to address the letter to, for example Mr Jacobson if it is school related, a politician if it is law related, your parents or friends if it is ice cream related! Here is an outline for a letter;

1. Heading – Your name and address. 2. Date – The date you wrote your letter on. 3. Greeting – Your hello. 4. Opinion – Clearly state why you are writing. 5. Reasons – Back up your opinion with reasons and facts. 6. Solution – Offer a solution. 7. Closing – Use a strong statement to end your letter. 8. Signature – Sign your name.

You can still add more language features and devices so we have included a checklist or two.

A letter is more personal, so depending on whom you intend to send it to, the pronouns you use may change from being general to ‘you’ or the persons name.

English - Wednesday and Thursday Week 9

From the last 3-4 weeks, you should have two persuasive texts at your fingertips. One, as an essay, and another as a letter,

For the next two days you will be creating a poster of your argument! Now this changes things. On a poster, there is a lot less text, and usually 1-2 main images that try to get your point across. Most advertisements are trying to convince you to/not to buy something or use something. Some great examples are on the next page.

Again, trying to persuade someone in another format can give you some great new ideas. How could you persuade me to eat more ice cream without words?

Delicious looking packaging? People enjoying ice cream? A beautiful hot beach with an ice cream cone?

You can try to complete this online, using images you find, adding your own text. Use newspaper/magazine clippings and take a photo. Draw it all from scratch. We don’t mind! Just try and argue your point using as few words as possible! Make sure it is easy to tell what your main topic is.

For example, if your argument is; Learning in school is better from home, you might have an image of a student at home bored, staring at a blank screen, next to a picture of a school where kids are playing and having fun in the classroom. Then over the top, a question like “Which would you prefer?”

Which would YOU prefer?

English – Friday Week 9

It’s time to put your best foot forward! Pick TWO of the text types to really focus on today. Next

week we want you to submit the two that you are happiest with. There are a few checklists, and

refreshers on information below. Have a look through and ensure you tick as many boxes as

possible!

1. Introduction/opening statement • State the topic of your argument • Engage the reader and state why they should continue to read. • Outline the main points of your argument. (A short outline, don’t repeat yourself)

2. The body: • Discuss your main points and any sub-topics. • Provide supporting evidence and any further information.

3. The conclusion: Sum up your ideas and reinforce the main message .

Mathematics (Monday) – 1 hour

Warm Up 15 min (feel free to time yourself)

1. Number of the day https://mathsstarters.net/numoftheday/5digit

1. Question; Answer;

2. Question; Answer;

3. Question; Answer;

4. Question; Answer;

5. Question; Answer;

6. Question; Answer;

7. Question; Answer;

8. Question; Answer;

9. Question; Answer;

10. Question; Answer;

2. Times tables practice

https://www.timestables.com/diploma/

Main Lesson- This week we will have a focus on Multiplication and Division

Watch the video below. If you are on a hardcopy you can Google ‘Khan academy area model multiplication’. https://www.khanacademy.org/math/cc-fourth-grade-math/multiplying-by-2-digit-numbers/multiply-2-digit-numbers-with-area-models/v/area-model-for-multiplication

All multiplication problems can be displayed as an area. That is because the area of a square or rectangle is length x width.

The Length is 5 and the width is 4.

So 5x4 = 20 Square centimeters.

We can use it for trickier examples.

Use the area model to complete these multiplication problems. You will need to draw these, so do it on a piece of paper. If you can, take a photo and turn in your work.

37x6 23x7 45x8 33x16 24x32

Mathematics (Tuesday) – 1 hour

Warm up (15 mins)

1. https://mathsstarters.net/quickquiz 2. Times tables practice

3. https://www.timestables.com/diploma/

Prodigy

After the warm-up, Play prodigy for about 45 mins. Your login details have been sent to you on Google classroom.

https://www.prodigygame.com/main-en/

Mr Dabbs: 13A5E5E

Mr Walters: 82AE1E4

Mathematics (Wednesday)– 1 hour Warm up

1. The numbers game

https://mathsstarters.net/numbersgame/

Write down your target number and your solution on a piece of paper or this document.

Try to get as close to the target number as possible.

2. Times tables practice

https://www.timestables.com/diploma/

Multiplication Lesson

Watch the Video below. If you are on a hardcopy

Google ‘Khan academy multiplication algorithm’ https://www.khanacademy.org/math/cc-fourth-grade-

math/multiplying-by-2-digit-numbers/multiply-2-digit-

numbers-with-partial-products/v/multiplying-2-digit-numbers

Mathematics (Thursday) – 1 hour

Warm Up – 15 min (feel free to time yourself)

https://mathsstarters.net/bingo/

Do this on a whiteboard or piece of paper. Choose a category that you need to work on.

Studyladder.

Login in to Studyladder and complete the activities. Check Google Classroom for your login information

Mathematics (Friday) – 1 hour

Warm up

1. Times tables practice

https://www.timestables.com/diploma/

2. https://www.mathplayground.com/ASB_GrandPrixMultiplication.html

Multiplication and Division

Complete the quiz on the next page

Time yourself. Do 20 in a row and put the time on the bottom of each column. Then take a break (20 seconds). Just do what you can do.

Now try the same with some multiplication and division problems. Remember: Multiplication and division are inverse operations. This means that they are opposites. All multiplication sentences can be rewritten as division sentences and all division sentences can be rewritten as multiplication sentences.

Video Explanation (Speed Guide to Short Division) is here https://www.youtube.com/watch?v=SLze82Zcc4Y

Complete the following activity

Science Term 3 Overview and Knowledge Check!

IF YOU MISSED SOME OR ALL OF SCIENCE, THIS WILL BE AN ALL IN EXTRAVAGANZA TO CATCH

UP! Join us on ZOOM at 12, MONDAY THE 6TH MR DABBS WILL SEND THE LINK TO THE

CLASSROOM AT 11;45

Overview of Term 3 Science

Week 2; Introduction and categorisation of contact and non-contact forces

Week 3; The laws of motion and the forces that are involved. When a force is applied to an object, it

is sometimes set into motion i.e. movement. The stronger the force is applied, the more movement

there is.

Week 4; Gravity and Wind Resistance. Gravity is the force of attraction we feel toward earth; Wind

resistance is the force applied to an object as it falls through the air (due to gravity).

Week 5; Magnetism. We have magnetic rocks, small man-made magnets, along with a magnetic

field around earth. It is an invisible, non-contact force. Magnets have a north and south pole.

Opposites attract, and similar poles repel.

Week 6; Electrostatic forces. Electrostatic forces are created through the movement of electrons in

objects. Much like magnets these forces have a north and south, acting the same. All objects have a

neutral charge when at rest (Balance of positive and negative electrons). If we add or remove an

electron we charge the material.

Week 7; Friction. Friction is the force occurring when two objects meet and slide against each other,

for example a car, ball or your shoes. If there was no friction, moving around would be very difficult.

Week 8; Throw, Drop, Bounce and Roll. What forces are acting on an object when you manipulate it

around an area (safely).

Week 9; Review of forces and an understanding on contact and non-contact forces.

Today we finalise Science! The purpose of this unit was;

WILT; investigate the effects of increasing or decreasing the strength of a specific contact or

noncontact force

WILF; plan and conducts scientific investigations to answer testable questions, and collect and

summarises data to communicate conclusions

TIB; The scientific understanding of forces teaches us about the world around us and how we

interact with it, and the scientific investigations/experiments teach us new ways to look at data and

communicate understanding!

Hypothetical questions/Experiments

To help us think about all the forces we have learnt about, there are a few questions we can

ask/short experiments we can conduct. What forces are present in these scenarios? Are they

contact, or non-contact forces?

1. A ball or toy car; If we set a ball or toy car on a flat surface, what forces are acting on it?

- Why doesn’t it just fly away?

2. What if we push the ball or car?

- Why doesn’t it roll forever?

- What if we push it harder?

- What if it was on slippery oil, or in a windy tunnel?

3. How does a compass work?

- What would happen if we held a magnet close to it?

- Do magnets always attract?

4. What causes paper to stick on a balloon after it is rubbed on your head?

- Electrons are swapped around.

- It can also give you a zap when you take off your jumper

QUESTION TIME There is are questions throughout this lesson, some are also based on the experiment we will

complete during the Zoom session on Monday. That being said, you should be able to answer the

questions without completing the experiment. Experiments just help, and make it more fun! The

purpose of these questions is not to trip you up and make you feel bad, the answers are used to see

how much information you understood and remember from the unit, so we can build on it next term

where we can!

Question 1; What are contact, and non-contact forces?

Question 2; Name as many as you can. As you can see from the terms overview we had a

deeper look at 5. There are plenty more!

Question 3; On a spare piece of paper, or here if you are tech savvy, draw a picture of a

sports match that shows a combination (numerous) forces. Label it and show the direction of

each force. (remember to add gravity) If you are online, you could use a photo from the

internet and explain it the best you can.

Question 4; What forces are acting in these pictures?

1.

2.

3.

4.

Can you think of any others we didn’t work through?

5.

Question 5; True or False?

A) Mass is a force…………………….

B) A force is a push or pull…………………

C) There is no force acting on you when you float in the water……………

Question 6; Why do astronauts bounce on the moon?

Question 7; What is a variable? Do we change all variables in an experiment?

Question 8; Why do we repeat experiments more than once?

Question 9; What happens to an object if a force is increased? Does it move more or less?

Geography Project

This is a project that you will be working on over the next few weeks. We have been learning about countries around the world, with a particular focus on our Asian neighbours (India, China, Vietnam).

Choose a country from around the world. It doesn't have to be in Asia. Your job is to plan a 10 day holiday (a bit hard at the moment with COVID, but it’s all imaginary). You have a budget of $7 000 (we have been very generous).

You will need to include the following:

1. How much will it cost to get to your country of choice? Look up some flights to your country. You can use websites like https://www.flightcentre.com.au/ or https://www.webjet.com.au/ to get an idea of how much it will cost. Remember, you will need to come back home so make sure you plan a return flight. You will need to subtract this from your budget. (Please note, at the moment because of COVID there are not very many flights leaving Australia. You will need to work around the limited schedule).

2. Come up with a flight itinerary of your trip (when and where your flights are going to leave from). Choose a 10 day window for your trip. Write down the dates and times of when your flights are going to be. Sometimes you will have to have a ‘layover’ at different places when you have to wait for a flight. Include these in your plan.

3. You are going to be in your country for 10 days. Come up with a plan of what you are going to do (e.g. museums, walks, sacred sights, tourist attractions, ancient sights, theme parks etc.) You need to do something different each day. Look up how much it will cost to get into the venues. Subtract this from your budget.

4. Each day you will have a food and travel budget of $ 100. This is for all meals and transport around your city. You will need to subtract this from your total budget (e.g. $100 x 10 days = $1000).

You can choose to present this plan anyway you like. You will need to break down each day to show what you are doing and how much money you will be spending each day. Don’t go over your budget (we have been very generous).

An example is done below.

Daily Itinerary (London)

Day What am I going to do? Cost

Day 1 Eg. Natural History Museum Cost $25 (£13)

Food and travel $100

Day 2 E.g. Tickets to Soccer match Cost $50 (£ 25)

Food and travel $100

Day 3 E.g. Concert at Royal Albert Hall Cost $93 (£49)

Food and travel $100

Have fun and Bon Voyage.

Mr Dabbs and Mr Walters

STEM (Friday) - Genius Hour (1 hr)

Genius hour allows you to explore your own passions and encourages creativity.

In Genius hour you explore an area of learning that you are passionate about or something you would like to know more about. Some examples include: Using the internet or books, research a topic of your choice. You could make

a Powerpoint to demonstrate your learning. Building something out of materials you have at home. e.g. build a

treehouse, test designs of paper aeroplanes etc. Learn a new language (log on to apps such as Duolingo) Explore coding through apps such as scratch. Try to make a game or

animation.

Keep a learning journal to track your learning journey and how your ideas have developed. Take photos if possible.

Library

The girl who became a tree By Joseph Coelho

WALT: appreciate different ways stories can be told – a story in poems. WILF: I can write my own poem about a song.

The last couple of weeks you got to know different types of storytelling. Through song, pictures, with words and without. ‘The girl who became a tree’ is a story which is told in poems. Here is one poem out of the book:

Read the poem. What is it about? How does it make you feel? Did you notice that it doesn’t rhyme? Not all poems rhyme, but they are usually differently arranged to other texts. Task: Write your own poem about a song or a book and how it makes you feel. Arrange it in an unusual way! Optional: Watch this small video of the author talking about his book: https://www.youtube.com/watch?v=KNfXNc0s4Pg

DRAMA Pirate Job Interview Monologue Assignment

Instructions:

Write a monologue in which your character is applying for a job as a pirate on the ship

“Theodora” with Captain Balthasar and his First Mate, Chatter.

Specifications:

1. Your monologue should be ½ to 1- typed page in length (single-spaced) including stage

directions.

2. Your monologue should answer the following questions posed by the Captain/First

Mate:

a) What is your name and background?

b) Why do you want to be a pirate?

c) What useful skills do you have?

d) Are you willing to do the dirty work or violent things necessary to be a pirate?

e) What are your greatest fears about the job?

f) Can you swim?

3. Your monologue should “flow.” Use the attached example as a guide (example doesn’t

answer all the questions above, but your monologue SHOULD.)

4. Your monologue should reveal “character.” Your choices of diction (vocabulary,

sentence structure, slang, pauses, and signature phrases) should reflect the

personality of your character.

5. Your monologue should be completed by _________________________________.

6. On your next in-class day, you will partner with a classmate and spend time

proofreading

and perfecting; HOWEVER, your instructor will be checking to see that you are

working with a COMPLETE SCRIPTED PIECE that you had finished prior to class

time.

7. You will receive a score for

your initial monologue. (25 points)

your work during class to proofread and improve your piece. (25 points)

the finished monologue. (50 points)

The Pirate Monologues “Mack”

Ahoy, there. (she sits, looks around, and leans forward as if telling a

secret)

I know I ain’t exactly what you be expectin’, but I promise I’m no slacker! (She

acknowledges a waitress who sets a bottle and a glass on the table in front of her, and she nods

her thanks and pours herself an imaginary glass of whiskey). I’m skilled with a cutlass and a

flintlock, and I grew up crewing on a man-o-war working in and out of Barbados. (she takes a drink

and coughs, almost choking. When she gets her breath, she is somewhat humbled and ready for

honesty, so her voice is no longer gruff and “pirate-like.”) I don’t claim to be an old salt, but I do

know my way around the deck. I’m not an experienced pirate, but I used to sail with my father, and

I’m out of work right now. I NEED this job! (she is silent, as the captain asks her a question).

Florence MacDougal. Everyone calls me “Mack.” I’m the youngest child of William Robert

MacDougal who served in her majesty’s Navy for 20 years. I can crew, I can clean, I can cook, and I

can even read old nautical star charts. My father insisted that I learn. He always said, “you never

know when you’ll find yourself without a compass, so the night sky provides one free of charge!”

(She is silent, as the captain asks her a question). I may not seem tough, but I am! I worked

at the local library with children! I’ve dealt with snotty noses, snot-faced smart-alecks, and vomit on

my shoes! I can read aloud in a character voice that will shake foundations! I’m the most creative

person you’ll ever find! I once made a raft out of duct tape and sticks! It floated for a full 17

minutes before it capsized in the fishpond outside the library, and the fact that the Harlow kid

almost drowned was NOT my fault.

(She is silent, as the captain asks her another question). Am I capable of dealing with the

violence? (She shakes her head in wonder.) Do you think I’ve worked with children for nine years

and I’m not capable of violence? (she stops and stares) You don’t have children, do you, Captain?

Well, I’ve spent the last three months quarantined with my brother, his wife, and their four children,

who, I might add, are all under the age of ten. I am VERY capable of violence, Captain Balthasar.

(she stands up again) So, do I pass muster, Captain?

(This was written from the perspective of an out-of-work librarian during the COVID19 Pandemic

who is interviewing for a job with a group of 1700s pirates. Use your imagination!)