harcourt public school stage three (years 5 & 6)

Harcourt Public School P a g e | 1 Learning from Home

Harcourt Public School – Stage Three (Years 5 & 6) Term 3, Week 3 – Online Learning Unit

• Log into ‘Google Classroom’ to submit your work each day. Only click submit at the end of each day’s work.

• Check Mathletics and Reading Eggs to complete all assigned tasks for the week.

Monday

Morning

Task 1 - English – Comprehension Activity “How to tie a bowline knot”

In this activity, we are learning to identify the sequence of steps to help us understand and visualise what we have read.

To be successful at this activity you will need to:

• identify clue words or phrases such as first, next, finally or after that to indicate a sequence of steps.

• visualise each step and use diagrams or picture clues to build a picture in your mind. • make connections between your own knowledge and the information in the text to help you

understand.

Learning about sequencing.

Some writing tells you how to make or do something. It tells you the steps to follow, or the

procedure. For example, a recipe is a set of steps or instructions. Sometimes the steps are

numbered, or start with clue words such as first, next, finally or after that. Sometimes you need

to use common sense or what you already know to work out the order of the steps or events.

You can also look carefully at any diagrams or pictures to help you think about what the

product looks like at each stage, so visualise the product, steps, events.

Your task: Go to Appendix 1 and read the text titled “How to tie a bowline knot” by Sam the

Sailor.

Complete the comprehension quiz and submit it to your teacher in Google Classroom.

Task 2 - English – Creative Writing Activity

In this activity, we are learning to use language to write a descriptive paragraph.

To be successful at this activity you will need to:

• use tier two language to add description

• use language that that creates a mental picture in your mind

Go to Appendix 2 and look at the image provided. This activity we are going to use our good writing

language to write a descriptive paragraph describing a scene that is NOT about fear or about

building fear. Remember ask yourself, what emotion does the scene make you feel and what

language could you use?

Some language features you should include in your paragraph are tier 2 vocabulary, show not tell

and onomatopoeia.

Upload your descriptive paragraph to your teacher.

Break


Middle Mathematics – Questions about Whole Number

In this activity, we are learning to identify and describe factors and multiples of numbers To be successful at this activity you will need to:

• Explain the meaning of factors and multiples

• State the common factors and lowest common multiples of numbers

• Apply an understanding of place value & the role of zero to read & write numbers of

any size

Complete the Whole Number google form in Google Classroom.

Break

Afternoon

Creative arts – Music with Ms Kelly

LI: We are learning to make a musical instrument and play it in time to the song Waltzing Matilda. SC: I can make an instrument out of things found in my house. I can play along with the written music on the video. In this lesson we will learn the Australian folk song “Waltzing Matilda” and create some improvised bush instruments to play along with the music. Step 1: Watch the video and learn the song. (You will need to cut and paste the link into your browser) https://funmusicmembers.com/at-home/5l1-1/ Step 2: Complete the worksheet – See Appendix 4 Complete the attached worksheet about the meaning of the words in the song. All the answers can be found in the video above. Step 3: Learn the untuned percussion parts. Watch the following video: (You will need to cut and paste the link into your browser) https://funmusicmembers.com/at-home/5l1-2/ Step 4: Make a percussion instrument.

Look around your home and see what home-made or bush instruments you can create to play along with the music. You can definitely find some spoons to play! Or follow these steps to make an instrument. Here is a link about how to make many different instruments at home, choose one to make and play along with the Waltzing Matilda video. Put a photo or video on Google Classroom to show your teacher what you have made and how you play it. https://feltmagnet.com/crafts/Music-Instruments-for-Kids-to-Make

https://funmusicmembers.com/at-home/5l1-1/


https://feltmagnet.com/crafts/Music-Instruments-for-Kids-to-Make


Comprehension Activity – Appendix 1 - Monday

Information Text titled “How to tie a bowline knot”

Learn how to tie a bowline knot. Even if you never go on a boat in your life, it's a really useful knot. It makes

a very strong loop that will not slip or change its size. And when you don't need it any more, you can undo it

and use your rope for something different.

It's not hard to learn. Here’s how all us sailors remember how to do it.

‘A rabbit pops out of his hole, goes round the tree,

and then goes down into his hole again.’

What's that got to do with ropes and knots?

Well, the long end of your rope is the tree. The short end is the rabbit. First, make a loop near the short end

- this is the rabbit's hole. Next, hold the rabbit and bring it up through the hole. Take it round the back of the

tree and back down through the same hole again. Pull on the tree end of the rope to tighten the knot, and

hey presto, there's your loop.

And when you don't need the loop any more, just push the long end - the tree - back down into the hole. This

loosens the knot, and then it's easy to undo.

Written by Sam the Sailor.

Sourced from text: Catching on to Comprehension, Recht (2007)


QUIZ

Question 1: Why do you think sailors use the rabbit story to remember how to make the knot?

……………………………………………………………....................................................................................

…...................................................................................................................................................................

.......................................................................................................................................................................

…...................................................................................................................................................................

…...................................................................................................................................................................

Question 2: Do you think that you could teach someone to make this knot now? Why or why not?

…...................................................................................................................................................................

……………………………………………………………....................................................................................

…...................................................................................................................................................................

.......................................................................................................................................................................

…...................................................................................................................................................................

Question 3: What do you think you might be able to use a bowline knot for?

…………………………………………………………………………………………………………………...........

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

Question 4: Put these six steps for making a bowline knot in order. Write the numbers 1 to 6 on the lines.

…................... Take the short end of the rope across, behind the long end.

…................... Make a small loop near the short end of the rope.

…................... Push the short end of the rope down through the hole.

…................... Tighten the knot by pulling on the long end of the rope.

…................... Make sure the long end of the rope is straight.

…................... Bring the short end of the rope up through the hole.


Picture for Question 5:

Question 5: Label this diagram using 2 different colours. Write the words rabbit, hole and tree in one

colour. Then use another colour to write long end, short end and loop.

Question 6: Reread the last paragraph of the article. Rewrite Sam’s instructions for undoing a bowline knot

in three steps.

Step 1 ………………………………………………………………………………………………………………………………………………………………

Step 2……………………………………………………………………………………………………………………………………………………………….

Step 3 ………………………………………………………………………………………………………………………………………………………………

Question 7: Working with words: Match each word in the word-bank below that means the opposite.

Then write a sentence that includes both words.

Word-Bank:

down easy pull short same tighten undo

7a: different …...................................

……………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………….

7b: long …..........................................

……………………………………………………………………………………………………………………………………………………………………………….


7c: tie …...........................................

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

7d: hard …....................................

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

7e: loosen .....................................

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

7f: up …...........................................

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

7g: push …......................................

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

Sourced from: Catching onto Comprehension by Eve Recht (2007)


Writing Activity – Appendix 2 - Descriptive writing stimulus - Monday


Maths Activity – Appendix 3 – Whole Number - Monday

Answer the following questions.

Question 1: What number am I?

a. I am the number before 945:

b. I am 1 less than 530:

c. I am 7 less than 700

d. I am 100 more than 6 878

Question 2: Write each of the following in numerals.

a. Five hundred and thirty-seven =

b. Eight hundred and one =

c. Nine hundred and ninety-nine =

d. Seven hundred and sixty-three =

e. Two thousand, three hundred and sixty =

f. Six thousand and seventy-five =

Question 3: Translate into numerals.

a. Seven hundred and twenty-five thousand =

b. One million =

c. Half a million =

d. One quarter of a million =

Question 4: This table shows the population of 10 regional centres. Use the information to answer

the following questions:

a. The population of the mystery place in 2001 is less than it was in 1996. It has decreased by

approximately 1 000 people. The place is ________________.

b. You have gone back in time to 1997. You live in a city that has a population of more than 55 000 but

less than 60 000. You live in ___________________.

c. It is now 2001. You have decided to move to a larger centre. This centre has a 4 in the units place

and a zero in the thousands place. You move to __________.


d. In 2001 you decided to go on a holiday. You only visited centres that had a population of between

40 000 and 99 000. Which towns did you visit?

e. Your family moved here in 1996 and since then, the population has nearly doubled. Where did you

move to?

Question 5: Who am I? Use the clues and the hundreds chart to help you identify the secret

number:

The number is greater than 8.

The number is less than 500.

The number is not a multiple of 5.

The number is a multiple of 6.

The number is even.

Its tens digit is even and is double its units digit.

The number is in the top half of the hundreds chart.

What is the number?

Question 6: Highest Common Factor (HCF)


Find the highest common factor (HCF) for these pair of numbers.

The HCF is the largest number that divides exactly into two or more composite numbers. Write all

the factors of each number then circle the largest one which appears in both lists.

a. 8 and 12 =

b. 6 and 15 =

c. 10 and 18 =

d. 18 and 24 =

e. 14 and 28=

f. 16 and 36 =

Question 7: Lowest Common Multiple (LCM)

The LCM is the smallest number that is common to the multiplication tables of two or more

numbers. Write down the multiples of the numbers and stop once you find the lowest common

multiple.

Find the lowest common multiple for these pair of numbers.

a. 3 and 9=

b. 5 and 10 =

c. 4 and 6 =

d. 5 and 6 =

e. 6 and 7 =

f. 12 and 6 =


Creative Arts Activity – Appendix 4 – Music Worksheet

Waltzing Matilda Fill in the blanks with answers that you can find from the video at https://funmusicmembers.com/at-home/5l1-1/ 1. Waltzing Matilda is an example of a ____________________, which is a folk song that is designed to tell

a story.

2. It was created from a poem written by __________________________ in 1895.

3. Add the following Australian colloquial words to the table to match their meanings:

squatter billy troopers swagman

billabong jumbuck tucker bag thoroughbred

Word Meaning

Someone who has no set home and travels from place to place

looking for work

Pot used to boil water for tea

A waterhole near a river

A sheep

Wealthy land owner

Bag of food

Horse

Police




Tuesday

Morning

Task 1 - English – Speaking and Listening In this activity, we are learning to give a brief speech using a clear, loud voice To be successful at this activity you will need to:

• give 3 things you are grateful for with a reason for each one • use a clear and loud voice

You will deliver a 1 minute speech telling your teacher 2-3 things that you are thankful for. This may include a special person in your life, something someone gave you, the city you live in, your favourite memory, your home, your heritage, technology, healthy food, happiness etc.

Record yourself saying 2-3 things you are grateful for and give us a reason why you are grateful for each one.

For example, I am grateful for my bed, because it’s a safe and comfortable place that I can relax and rest in each night.

When you have finished your recording, upload your video to Google Classroom for your teacher to view.

Task 2 - English – Creative writing In this activity, we are learning to use interpret texts to create a mental picture. To be successful at this activity you will need to:

• visualise the scene by recognising different tier 2 vocabulary

• draw your mental picture to interpret a text Read the passage below and try to focus on creating a mental image in your mind by imagining what is happening throughout the story. “A tall, bubbly boy stood admiring his shimmering costume in the mirror. Running his slender fingers through his wild, electric blue hair he popped himself into a dance pose he was sure would get the audience screaming. He was born to be a Rockstar – with one teensy problem. The only thing making people scream was his awful singing. When Lizard (he pronounced as Liz-arghh, kind of like a pirate), opened his mouth, the noise that came out had people screaming for him to stop. If he was going to be the rockstar he knew he was born to be, he needed to learn how to sing.” Using 6 pictures, draw what you are imagining about each line of the passage by filling in a storyboard or comic strip. You must have 6 panels or boxes in your storyboard/comic strip. Upload your storyboard to your teacher.

Break

Middle

Mathematics – Three-Dimensional Space In this activity we are learning to recognise properties of prisms and pyramids. To be successful at this activity you will need to:

• name prisms and pyramids according to the shape of their base • identify properties of prisms and pyramids.

1. View the Google Slides on Prisms and Pyramids 2. Complete this Prisms and Pyramids - 3D objects quiz and submit it to your teacher. Remember: name prisms and pyramids according to the shape of their base, eg rectangular prism, square pyramid. Go to Appendix 1 and complete the Prisms and Pyramids – Three Dimensional Space question quiz in google classroom.


Break

Afternoon

PDHPE – What does it mean to be healthy? In this activity, we are learning to describe what it means to be healthy. To be successful at this activity you will need to:

• define the term “diet”

• identify aspects of my own diet Our diet is one of the most important factors to living a healthy lifestyle. Diet can be defined as the foods people eat daily or commonly in their life. Create a food diary recording all the foods you have eaten Monday 19th July and Tuesday 20th July. You need to include the time you have eaten it and what type of meal it was (i.e., breakfast, snack, lunch, afternoon tea and dinner). Upload your food diary to your teacher. PDHPE Outcomes: PD3-6 distinguishes contextual factors that influence health, safety, wellbeing and participation in physical activity which are controllable and uncontrollable.


Maths: Copy of Google Slides– Appendix 1a – Tuesday


Maths: Prisms and Pyramids - Three-Dimensional Objects quiz – Appendix 1b


Wednesday

Morning

Task 1 - English – Comprehension Activity In this activity, we are learning to use strategies to read the information in a text to build an understanding of the text. To be successful at this activity you will need to:

• understand the meaning of key words or phrases in the text.

• make connections between your own knowledge and the information in the text.

Go to Appendix 1 and read the text titled “Skater” - Imaginative Text Complete the comprehension quiz and submit it to your teacher in Google Classroom. Task 2 - English – Informative Writing Activity In this activity, we are learning to write informative texts that make us sound like the expert. To be successful at this activity you will need to:

• I can state what a volcano is. • I can state the steps leading up to an eruption

Read the text on Volcanoes (Appendix 2) and answer the questions in Google Forms to become more familiar with Volcanoes and how they erupt.

Break

Middle

Mathematics – Patterns and Algebra In this activity, we are learning about number patterns involving all four operations. To be successful at this activity you will need to:

• identify and continue number patterns involving addition, subtraction, multiplication and division

• complete number sentences that involve more than one operation

• Use equivalent number sentences involving multiplication and division to find unknown quantities

• complete a table of values for a number pattern Complete the Patterns and Algebra quiz questions and submit it to your teacher in Google Classroom.

Break

Afternoon

Science – Exploring catapult designs Well done brainstorming the positive and negative aspects of different catapult designs last week. During the term, your aim will be to design and build a catapult that is accurate, powerful and able to knock over a tower of plastic cups with a unifix cube (see appendix 4 – unifix cube image) from a distance. You will be challenged by other class members to see which catapult will be the most successful in each of these areas. In this activity we are learning to consider a catapult design that will have accuracy, power and be able to travel long distances. To be successful at this activity you will need to:

• consider the design requirements below • draw and label your catapult design, with attention to the materials being used.


Design considerations:

• Are the materials you have selected sustainable materials? • Are you able to gather the materials easily? (as you will need to make a design from household items in the future) • Is the design sturdy and suitable for multiple uses? • Is your design suitable for wet weather conditions?

Please upload your labelled design. You may choose to draw on paper and upload an image or you may like to use a digital form for your drawing.

Comprehension Activity – Appendix 1 - Wednesday

Imaginative Text titled “Skater”

Tyler kicked his skateboard to the kerb. He’d been trying to master a new skateboard trick all day and he

was sick of falling off. Worse – he was just sick of failing.

Gemma saw Tyler slump on the bench next to the skate park and walked over. “Hey mate,” Gemma

smiled, “I noticed you’re trying to nail an Ollie.”

“This is dumb,” Tyler scowled. “It’s such a basic trick. I’ll never get it.”

“It took me a while too,” admitted Gemma. “I didn’t land one the first time, that’s for sure. I’m not even sure I

got it on the first day.”

“Yeah, well, I just don’t think I’m any good at this.” Tyler looked at the ground.

“Not yet,” Gemma shrugged, “but that doesn’t mean you’ll never be any good. You just have to keep

trying.”

Tyler sighed. “How about I give you a couple of tips?” Gemma suggested. “You never know, it might help.”

“I guess it couldn’t hurt,” Tyler admitted.

“That’s the spirit,” Gemma grinned. “As my Uncle Tony would say: You have to believe in yourself.”

QUIZ

Question 1: What sport was Tyler learning to do? Circle the correct answer.

a. snowboarding

b. surfing

c. skateboarding

d. skiing


Question 2: Where was Tyler skating? Circle the correct answer.

a. His driveway

b. The road

c. The footpath

d. A skatepark

Question 3: True of False? The trick Tyler was trying to learn was basic.

TRUE FALSE

Question 4: Circle the verbs (action words) mentioned in the story.

kicked skated shrugged

walked carved tumbled

bailed scowled looked

Question 5: What did Gemma offer to do to help Tyler? Circle the answer below.

a. Meet him the next day to show him how to do the trick.

b. Ask some friends to coach Tyler.

c. Get Uncle Tony to help Tyler to learn his trick.

d. Give Tyler some helpful tips on how to do the trick.

Question 6: How long did it take for Gemma to learn the Ollie skateboarding trick? Circle the answer below.

a. It took under a day.

b. It took many months.

c. It took a few goes and more than a day.

d. It took many weeks.

Question 7: How was Tyler feeling at the beginning of this text? Circle the answer below.

a. Frustrated.

b. Scared.

c. Sore and tired.

d. Wasn’t going to give up.

Sourced and adapted from Targeting Comprehension by Peter Alford and Aimee Bloom (2020)


Writing Activity – Appendix 2 - Wednesday


Maths Activity – Appendix 3 - Wednesday

Patterns and Algebra

Read the information about recursive number patterns and answer the questions below.

What is the missing number? Write your answer in the box:


The rule for the table below is a + 10. Find the missing number and write it in the empty box:

The rule for the table below is b= a x 2 + 3. Find the missing number and write it in the empty box:

Find the missing number:


Multiple choice questions The following questions have multiple choice answers. Circle the correct answer:

a) + b) - c) x

a) + b) - c) x

Complete the number pattern. Circle the correct answer: 1, 1.5, 2, 2.5, 3, _______

a) 4

b) 4.5

c) 3.5

d) 5

Complete the number pattern. Circle the correct answer: 99, 90, 82, 75, _____

a) 69

b) 65

c) 58

d) 53

Complete the number pattern. Circle the correct answer: -8, -5, -2, 1, ______

a) 3

b) 4

c) 5

d) 6


Complete the number pattern. Circle the correct answer: 7, 10, 6, 9, 5, _____

a) 3

b) 2

c) 8

d) 1

Complete the number pattern. Circle the correct answer: 4, -1, -6, -11, ______

a) -16

b) -13

c) 12

d) 16

What is equal to 43- 7?

a) 5 + (5 x 6)

b) 14 + (4 x 4)

c) 6 x (4 + 2)

What is equal to 6 + (4 x 7)?

a) (3 x 12) - (6 – 4)

b) 8 + (4 x 6)

c) 6 x (3 + 3)

What is equal to (8-6) x (11 x 3)

a) 3 x (22 – 4)

b) 16 + (5 x 10)

c) (6 +5) x (4 +3)

Which question below gives the same answer as 4 x 10?

a) 4 x 8

b) 5 x 8

c) 6 x 2



a) 6 x 6

b) 3 x 7

c) 8 x 2


a) 29 + 13

b) 10 x 3

c) 48 – 30

Which number sentence is true?

a) 4 x 5 = 3 x 6

b) 3 x 7 = 2 x 5

c) 9 x 2 = 3 x 6

Which number sentence is true?

a) 58 – 12 = 5 x 8

b) 71 + 9 = 8 x 10

c) 43 – 18 = 6 x 4

Appendix 4 – Science – Unifix cube - Wednesday


Thursday

Morning

Task 1 - English – Speaking and Listening In this activity, we are practising active listening and sharing information To be successful at this activity you will need to:

• give at least 3 facts learned from a BTN news episode • explain the facts in your own words

Watch BTN Episode 19, 2021 While you are watching the episode, take notes. Remember, note-taking means writing down the main points (key words) using dot points rather than writing full sentences. When you have finished writing the episode, write down 5 interesting facts you have learned from the episode. These facts should be written in full sentences and should be in your own words. Upload your facts onto Google Classroom. Task 2 – English – Informative Writing In this activity, we are learning to write informative texts that make us sound like the expert.

• To be successful at this activity you will need to: • Identify tier two and three language. • Select the most appropriate tier 2 word for a sentence.

Your Task:

• Read the text “How Volcanoes Erupt” (see Appendix 1 below) • List tier three words for each paragraph. Then list tier two words. • Upload it into Google Classroom for your teacher. • Complete the “Week 3 Thursday Volcanoes Vocabulary” activity in Google forms

Break

Middle

Mathematics – Questions about Data In this activity, we are learning to read and interpret various graphs. To be successful at this activity you will need to:

• Interpret data on various graphs Go to Google Classroom (Appendix 2) and complete your Data quiz questions.

Break

Afternoon

CHALLENGE ACTIVITY - It's time to think outside the box! Task: CLIMB THROUGH A HOLE IN A SHEET OF PAPER In this activity, we are learning to understand the relationship between perimeter and area. To be successful at this activity you will need to:

• understand the area of your piece of paper has not changed • understand the perimeter of the paper has increased – giving a person plenty of room to

climb through • plan, create, test and evaluate

What you need:

• 1x. A4 paper • Scissors • Pencil/pen to plan (optional)

https://www.abc.net.au/btn/classroom/20210720-ep19-btn/13445102


Using one piece of paper (A4 size) create a shape big enough for you to climb through. CLUE: You can fold the piece of paper but do not stick ends/strips together as no sticky tape or glue is to be used. Upload a video of the steps involved in creating a hole big enough for a person to climb through an A4 piece of paper. Reflect on what you found difficult in the planning and creating process, and how the end result was achieved. Don’t forget to include a photo or video of you climbing through the hole in the sheet of paper! FURTHER CHALLENGE:

• Create the biggest perimeter you can using one piece of A4 paper. How many family members can you fit inside?

• Can you find more than one solution to the problem? Reflect on your thoughts during this

process. Upload a video or photo of your results.


English - Appendix 1 - Thursday

How Volcanoes Erupt


Maths Activity – Appendix 2 - Data - Thursday

Answer the following questions

Question 1: Interpreting Side by Side Column Graphs

Answer these questions by using the Television Before and After School side-by-side column graph.

a. Boys watch more television after school than girls. True/False

b. Girls watch less television before school than boys. True/False

c. How many boys watch television before school?

d. What is the difference between the number of boys and girls watching television after school?

e. If 60 students were surveyed about watching television after school, how many don't watch television

at all?


Question 2: Answer these questions by using the Favourite Subject by Class side-by-side column graph.

a. What is the favourite subject of the students in 6A?

b. What is the favourite subject of the students in 6B?

c. What is the least favourite subject of the students in 6A?

d. What is the least favourite subject of the students in 6B?

e. How many students in 6A chose Art as their favourite subject?

a. How many students altogether chose Mathematics as their favourite subject?

Question 3:

a. How many dogs were at the dog show?


Question 4: William earns money each week for doing jobs. For each job he earns $2. He records the number of jobs he does in one week in a table.

a. If William does the same jobs for three weeks, how much money will he earn altogether?

Question 5: Interpreting Pie Graphs

Answer these questions by using the Alistair’s Weekly Expenses pie graph. a. Alistair spends more than half of his weekly wage on groceries and bills. True/False

b. Bills and entertainment make up a quarter of his weekly expenses. True/False

c. What is Alistair’s second largest expense for the week?

d. If Alistair earns $450 per week, how much of that does he spend on rent?

e. What percentage of his weekly wage does Alistair spend on rent, groceries and

entertainment combined?


Question 6: Interpreting Line Graphs

Answer these questions by using the Monthly Rainfall line graph.

a. The largest amount of rain fell in October. True/False

b. The driest month was April. True/False

c. How much rain was there in January?

d. What was the total amount of rainfall for May, June and July combined?

e. What was the approximate total amount of rainfall for the entire year?

f. What was the difference in rainfall for November and December?


Friday

Morning

Task 1 - English – Comprehension ‘Rainfall Records’ In this activity, we are learning to use strategies to read the information in a text to build an understanding of the text. To be successful at this activity you will need to:

• understand the meaning of key words or phrases in the text.

• read a table of data that shows rainfall records in millimetres.

• make connections between your own knowledge and the information in the text. Go to Appendix 1 and read the text titled “Rainfall Records” Complete the comprehension quiz in Google Classroom and submit it to your teacher. Task 2 – English – Informative Writing In this activity, we are learning to understand what an explanation text is. To be successful at this activity you will need to:

• state the purpose of an explanation text. • List the parts of an explanation text and state the purpose of each part.

Your Task Read the text Appendix 2, “Why Volcanoes Erupt”, and complete the Quiz “Week 3 Friday Explanations” in google forms.

Break

Middle

PE - Let’s stay active! In this activity, we are learning engage in physical activity to keep active and healthy. To be successful at this activity you will need to:

• engage in approximately 30 minutes of physical activity • reflect on your movements

Your task 1) Complete a home workout that requires no gym equipment and only household items. -Warm-up with some jogging on the spot. -Your workout should be approximately 30 minutes in length and can be one or a mixture of:

• Aerobics (skipping, star jumps, high knees etc.) • Dance routine • Cardio (running, burpees, squat jumps etc.) • Body weight/resistance (squats, lunges etc.) • Balance/Yoga

-Cool down by sitting with your legs outstretched. Lean forwards and try to touch your toes, one leg at a time. Hold for 30 seconds. Hold until cool. IMPORTANT NOTE: If you feel like you are not physically able or are uncomfortable in any way, you MUST STOP an activity immediately to avoid injury. 2) Once you complete the workout, please complete the Google Form reflection form (Appendix 3).


Break

Afternoon

History– The Australian Colonies In this activity, we are learning how the Australian colonies developed over time and why. To be successful at this activity you will need to:

• Identify primary and secondary sources

• Revise how life in Britain was like in the 18th Century

• Describe the Cause-and-effect concept Go to Appendix 4 and complete the text titled “History-The Australian Colonies” Complete the Google Form on Google Classroom and submit it to your teacher.


Comprehension Activity – Appendix 1 - Friday

Information Text titled “Rainfall records”


QUIZ

Look at the table called Rainfall Records and answer the questions below. Question 1: The word annual could be replaced with:

a. Regular b. Yearly c. Monthly d. Downpour

Question 2: Which place in Australia has the record for the highest rainfall in one day?

a. Tully. b. Cherrapunji. c. Mt Waialeale. d. Bellenden Ker.

Question 3: Reading the data in the table, the driest place in the world is in: a. Chile b. India c. China d. Australia

Question 4: The Australian state with the most rainfall records is: a. Tasmania. b. Queensland. c. South Australia. d. New South Wales.

Question 5: Which is the greatest amount of rain that has fallen in one day?

a. 1 350mm b. 1 825mm c. 9 300mm d. 26 461mm

Question 6: Arica in Chile is unusual because it had:

a. Not kept records for 15 years. b. More rain than Mulka, SA. c. The longest period without rain. d. The greatest amount of rain in five minutes.

Question 7: A calendar month is:

a. Four weeks. b. Any period of 31 days. c. Any period from 28 to 31 days. d. From the first day to the last day of any month.

Question 8: Shangdi, Inner Mongolia has the record for the greatest rainfall in one:

a. hour. b. day. c. month. d. year.


Question 9: Which of the following has the longest standing world record?

a. Chettapunji, India b. Belouve, La Reunion Island c. Port Bello, Panama d. Shangdi, Inner Mongolia, China

Question 10: According to the information, the world’s wettest place is in:

a. India b. Hawaii c. Australia d. La Reunion Island


Writing Activity – Appendix 2 – Friday


Appendix 3 – PE: Reflection form - Friday

Provide a short answer for the following questions.

1. What workout did you complete today?

2. How do you feel now that you have completed your exercise? (Select one answer)

o Exhausted

o Energised

o Happy

3. What could you do to improve this workout if you were to complete it again?

4. What did you think you did well in this exercise? e.g. My technique was very good because....

History Activity ‘The Australian Colonies’ – Appendix 4 – Friday Primary and Secondary Sources History is all about detective work – looking at the evidence to find out about what happened in the past. We call these different types of historical evidence ‘sources’.

A primary source is a document or physical object that was written or created at the time of the period under study. Examples of primary sources are: Diaries, pieces of art painted at the time, remains of buildings.

A secondary source interprets and analyses primary sources. These sources were not written at the time of the historical period being studied. Examples of secondary sources are: Textbooks, magazine articles written years after the event, websites


Task 1: Write below if these sources are primary or secondary

1. Anne Frank’s diary.

2. DVD about Queen Elizabeth.

3. Coins from the 1850’s

4. World War 2 veteran talking about his experiences in the war.

Task 2: The First Fleet –Cloze Passage

hulks. overcrowded machines harsh independence,

cities Revolution diseases colony eleven

1. Life in England during the Industrial _________ was very hard.

2. Newly invented _______ had taken farming jobs away from workers.

3. As a result, people had moved to ______ to look for work.

4. The cities soon became _________and there were not enough jobs for all the new

arrivals. This meant that many people were very poor.

5. People stole food and other items simply to survive. In order to reduce crime, the

government introduced _______ penalties. Consequently, it wasn’t long before prisons

were full.

6. To help ease prison overcrowding, the government used old ships that were no

longer able to sail. These floating jails were called _______

7. Hulks were miserable places to be locked up. They were dirty and cramped which

meant that ________ spread quickly.

8. Britain had been sending many convicts to the United States, but due to America’s

fight for _________ Britain was forced to look for a new place to send their convicts.

9. Britain chose the land we now know as Australia as the site of its new

penal ______.

10. In 1787, the First Fleet, consisting of_______ ships, set sail for the new land.

Task 3: Why were the convicts sent to Australia? Fill out the Cause and Effect table

Cause Effect

a. Machines invented many people lost their job

b. People lost their jobs

c. People were poor

d. Punishment for crimes was harsh

e. Prisons were overcrowded

f. Hulks overcrowded

g. United States fought for independence


Chinese CLOTE Program Activity

Week 3

Program Activity

Learning Intention:

(We are learning about…）

- Using “Hit and Kick” in

Chinese to describe “Play

ball”

Success Criteria: (We can…)

-Use 打 and 踢 correctly

Topic- Sports and Hobbies


Korean CLOTE Program Activity

Week 3

Program Activity

Answer the questions in Korean.

1. 김치는 어느 시대부터 전해져 내려 오나요?

___________________________________________________________________________

2. 김치의 원래 이름과 뜻을 써 봅시다.


___________________________________________________________________________

3. 김치의 좋은 점 네 가지를 적어 보세요.

1) ___________________________________________________________________________ 2) ___________________________________________________________________________ 3) ___________________________________________________________________________ 4) ___________________________________________________________________________

harcourt public school stage three (years 5 & 6)

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