Learning From Home – Years 5 & 6 (Stage 3) Term 4, Week 3

Hi there families!

This is your final home learning pack for the year (we can only hope)! We are so looking forward to seeing all of your smiling faces when we welcome you back in Week 4, on Monday 25 October.

In order to complete the Learning from Home tasks successfully, your child will require:

• A notebook for writing in • Blue pen • Lead pencil • Rubber • Coloured pencils and/or textas • Access to a device where possible e.g. laptop, tablet or phone

Suggested Daily Schedule Each day, students follow the Learning from Home Framework to complete as many activities as possible in the following areas:

• English: Reading, Writing and Spelling • Mathematics • Other: Creative Arts, PDHPE, Character Ed, Science & Technology, History

Please keep in mind that each framework has been designed to last for one week, so following the daily schedule is recommended. If your child is finishing their tasks quickly, they can go on with the suggested extension activity. Otherwise, reading and talking about a book, completing chores at home, playing a board game, talking with siblings and parents are all considered learning too!

Reminder for Students Please ensure that you allow yourself to have a break at the appropriate times. Stay hydrated by drinking plenty of water, and ensure you eat appropriate snacks and lunch to fuel your brain for learning. Be active where you can and support your parents and carers at home by completing chores around the house. Be kind to your loved ones and make the most of your allocated learning time.

Teachers will be available during school hours 9:00am – 3:00pm via Seesaw and scheduled Zoom sessions to answer any questions that you might have. We strongly encourage students to participate in scheduled Zoom sessions, as this is the perfect opportunity for classroom teachers to discuss new learning content and provide group and/or individual teaching and instruction where necessary. Please reach out to your child’s classroom teacher if there are any issues with this.

A huge thank you to you all (students, parents and carers) for your home learning efforts and commitment. We know this has been a challenging time for so many, so we are truly appreciative of your dedication to learning and Zoom sessions.

See you soon! Stage 3 Teachers

Year 5 and Year 6 (Stage 3) Learning from Home Framework – Term 4, Week 3 Please complete as many of the following activities as possible each day. Use your notebook to record your work, then upload completed items to Seesaw. If you have access to a digital device at home, you might also like to complete any tasks that have been set through Seesaw, Mathletics and Reading Eggs. You can also choose from a range of books to read using Story Box Library.

Monday Tuesday Wednesday Thursday Friday Reading Read and complete the Scrumptious Cupcakes! reading comprehension task.

Reading Read and complete the Don’t be Late for School! reading comprehension task.

Reading Read and complete The Raccoon and the Golden Nugget reading comprehension task.

Reading Read and complete The History of the Cacao Bean reading comprehension task.

Reading Read and complete the Going on Holidays reading comprehension task.

Persuasive Writing - Modality Authors use high modality verbs and adverbs to persuade the reader e.g. will, absolutely and never. These words call the reader to action and make them sense the urgency of the situation. You are to brainstorm 15 high modality words which can be used in future writing. Extension - try putting your words into sentences.

Persuasive Writing - Rhetorical Questions Rhetorical questions don’t need an answer e.g. ‘Would you like living in a cage?’. They get the reader to think about the topic. You are to write 5 rhetorical questions for the topic ‘Animals should be kept in zoos’. Remember you can be for or against the topic.

Persuasive Writing - Poster You are to draw or use a computer to create a poster about yesterday’s topic ‘Animals should be kept in zoos’. Your poster will persuade the reader that we should or should not keep animals in zoos. Remember to use the Persuasive Poster Checklist, include high modality words and a rhetorical question.

Persuasive Writing - Research Topic - ‘We should cull sharks to save our swimmers’ On the Persuasive Text - OREO Planning Template page, circle if you are ‘for’ or ‘against’ the topic. Then, using books or a computer, you are to research the topic. Record 3 reasons and examples on the Persuasive Text- OREO Planning Template page.

Persuasive Writing - Plan Using the Persuasive Text- OREO Planning Template page to complete the opinion sections (first and last). Once you have completed the Persuasive Text - OREO Planning Template page, use the Persuasive Text Checklist to ensure you have included everything. Now read it to a family member and debate the topic.

Spelling – Pre-Test Ask a parent or carer to test you on your Week 3 spelling words Spelling Level 6.3 – Suffixes er, est. Mark them to see where your errors were.

Spelling Practice Complete Activity 1-4, as well as the task below. Rhyming Wheels Think of as many words as you can that rhyme with five of your spelling words. You can use their base words if this is too tricky.

Spelling Practice Write out your Week 3 spelling list, then complete Activity 5-6, as well as the task below. Word Search Create your own word search using all the words in your spelling list.

Spelling Practice Write out your Week 3 spelling list, then complete Activity 7-8, as well as the task below. Word Within Words Make a list of as many smaller words you can find from the words in your spelling list.

Spelling – Post-Test Ask a parent or carer to test you on your Week 3 spelling words. Mark them to see where you improved.

LUNCH LUNCH LUNCH LUNCH LUNCH Times Tables Write out your 2x and 3x tables. Practise saying them out loud.

Times Tables Write out your 4x and 5x tables. Practise saying them out loud.

Times Tables Write out your 6x and 7x tables. Practise saying them out loud.

Times Tables Write out your 8x and 9x tables. Practise saying them out loud.

Times Tables Write out your 10x, 11x and 12x tables. Practise saying them out loud.

Mentals – Rounding Numbers Complete Unit 29

Mentals – Mental Addition Complete Unit 20

Mentals – Multiplication Complete Unit 41

Mentals – Comparing Decimals Complete Unit 78

Mentals – Comparing Decimals Complete Unit 80

Mathematics Task Help Math Dog, AKA MathPup, catch the cat burglar. The robber is hiding behind the correct answer to the rounding to the nearest 1000 problem. Just tap/click the correct answer to find and catch the robber. 3 Skill levels to choose from and you can also choose to play timed or untimed.

https://tinyurl.com/u836dmcr

Mathematics Task Your answer is 1 254 Come up with at least 5 different addition problems that equal the answer above. Use a mental strategy (split, jump or compensation) to show your working out for each problem.

Mathematics Task The chocolate machine makes 172 chocolates a minute, and you get to keep all the chocolates you see made. You’re at the chocolate factory for more than 17 minutes, but less than 50 minutes. How many chocolates could you keep?

Mathematics Task Trisha took 3.25 minutes to complete a race and Rachel took 3.207 minutes to complete the same race. Who won? How do you know? Race a family member or sibling up and down the driveway (perhaps up and down 5 times) and time both of you. Work out who did it quicker.

Mathematics Task Challenge a sibling or family member to see which person can get the closest to $25.62 with selecting any grocery items. You are required to look in a supermarket catalogue or online on their website and write down what you would buy to be the closest to reaching the total of $25.62. You must select more than one item.

RECESS RECESS RECESS RECESS RECESS Science & Technology Join the Science Zoom to learn about the 3 types of adaptations. Research the next 4 sections of the Research Guide (reproduction, behaviour, unique adaptations, interesting facts).

Physical Development & Health Complete PDHPE Lesson 1 – Healthy Lifestyle – Safe and Unsafe.

Character Education Focus on your wellbeing by choosing an activity from the Wellbeing Matrix.

History Read Life in Britain in the 1700s to investigate some of the reasons why the Europeans settled in Australia.

Complete the activities from Worksheet 54 & 55 to further explore some of the problems people faced in London during the 1700s, compared to today.

Creative Arts - Dance Use Dance Week 3 Lesson to learn Cotton Eye Joe!

Physical Education Each afternoon, reward your body with some exercise by completing 20-30 minutes of physical activity from the Fitness Bingo grids.

Extension Task: Follow the link below to get your hands on some terrific and engaging learning tasks!

https://education.nsw.gov.au/teaching-and-learning/learning-from-home/learning-at-home

Comprehension Task Comprehension Task

Find the Main IdeaFind the Main Idea

Scrumptious Cupcakes!A cupcake is a small cake, designed to serve one person. They are often baked in thin paper cups or aluminium cups. Cupcakes were first created in America and date back to the 1790s. The first recipe stated that it was to be ‘a cake to be baked in small cups’.

In the beginning, cupcakes were sometimes called ‘number cakes’. This is because it was easy to remember the measurements of the ingredients it took to create them: one cup of butter, two cups of sugar, three cups of flour, four eggs, one cup of milk and one spoonful of soda.

Cupcakes are very popular today as they are easy to bake, convenient and you can decorate them to suit any occasion. There are even cupcake bakeries, dedicated to baking and selling cupcakes Cupcakes are used for birthday parties, morning teas or any special occasion – even weddings!

Scrumptious Cupcakes!1. What is the main idea of this text?

2. What are three details that support the main idea?

3. Carefully read the text.

Underline any words which are repeated, or seem important. Write them down.

4. Another good title for this text could be.

a) All about Cupcakes.

b) I Love Chocolate Cupcakes.

c) Recipes for Cupcakes.

d) The Mystery of the Stolen Cupcake.

CRAZY CREATIVE CHALLENGEDesign your very own cupcake.

How would you decorate your cupcake? Draw a picture.

Comprehension Task Comprehension Task

SequenceSequence

Don’t be Late for School!Amelia woke up and saw that she was running late for school. She jumped out of bed and started to get herself ready. She couldn’t be late again, as she was already in trouble with Mrs Holder for being late two days last week!

As quickly as possible, Amelia put on her school uniform, tugged on a pair of socks and shoved her feet into her black school shoes.

Amelia then looked in the mirror. Her hair was a mess! She grabbed her hairbrush and yanked it through her hair. Amelia splashed some water on her face and then ran downstairs to have some breakfast. She slid two pieces of bread into the toaster and grabbed herself a glass of juice while she waited. Stuffing toast into her mouth, Amelia ran back upstairs to brush her teeth.

On her way out the door, Amelia grabbed her school bag and started running down the driveway. That’s when she remembered she had forgotten her lunch!

Amelia ran back to grab her lunch off the kitchen table. She was finally on her way!

Don’t be Late for School!1. Which one of these things did Amelia not do before

having breakfast?

a) splash some water on her face

b) run down the driveway

c) brush her hair

2. Number the following sentences in the order they happened.

_____ Amelia ran back to grab her lunch.

_____ Amelia jumped out of bed.

_____ Amelia brushed her teeth.

_____ Amelia put on her school uniform.

3. What was the last thing Amelia did before going to school?

4. Create a list of all the things Amelia had to do before going to school. (Make sure your list is in order!)

CRAZY CREATIVE CHALLENGECreate a comic strip of yourself getting ready for school.

Comprehension Task Comprehension Task

Identify Author's PurposeIdentify Author's Purpose

The Raccoon and the Golden NuggetOne morning, a hungry raccoon was digging in the ground. He was trying to find something delicious to eat for his breakfast. As he was searching through the ground, he found a shiny and valuable golden nugget!

A bird flying nearby saw the golden nugget and yelled out to the raccoon, “You’d better be quick and hide that piece of gold before someone takes it! It will be worth a lot of money!”

The raccoon replied to the bird, “I know this gold might be valuable to some people, but I am very hungry. I would rather find myself something nice to eat.”

The disappointed bird flew away while the hungry raccoon continued searching for some food.

Moral: Gold can’t satisfy hunger.

The Raccoon and the Golden Nugget1. Who do you think the author wrote this story for?

Explain why you think it was written for that audience.

2. Why do you think the author decided to include the flying bird in the story?

3. What do you think are the author’s views on money?

What part of the story made you think this?

4. Explain in your own words the moral of this story.

CRAZY CREATIVE CHALLENGEWhat do you think happens next? Continue writing and create an ending to the story.

What does the bird do?

What happens to the gold nugget?

Does the raccoon find something to eat?

Comprehension Task Comprehension Task

Recall Facts and DetailsRecall Facts and Details

The History of the Cacao BeanChocolatehasbeenaroundforthousandsofyears.Itdidnotstartasthesweettreatweknowitastoday.

Chocolatecomesfromcacaotrees.ThesetreeswereoriginallygrownbyMayaIndiansinMexicoaround600AD.Podsgrowfromthetrunkofacacaotree.Insidethepodsaresmallcacaobeans.Thesebeansareusedtomakechocolate.

Cacaobeanswereveryvaluableinthe1500swhentheAztecstookruleoverMexico.Theywereusedasaformofcurrencyandforpayingtaxes.Wealthypeopleusedcacaobeanstomakeabitterdrink.Theyenhancedthetasteofthedrinkbyaddingflowers,vanillaandhoney.

Inthe1500s,aSpanishexplorer,namedHermanCortes,travelledtoMexicoanddiscoveredthecacaodrinkoftheAztecs.HetookthecacaobeansbacktoSpainwithhim.InSpain,peoplebeganaddingsugartothebitterdrinktomakeitenjoyableandsweet.

Bythe1800s,alkalinesaltswereaddedandfatswereremovedfromapowderedformofthecacaobeanbyDutchchemist,JosephFry.Fryhadcreatedthefirstmodernchocolatebar.

The History of the Cacao Bean1.Whofirststartedgrowingcacaotrees?

Whenweretheyfirstgrown?

Whereweretheyfirstgown?

2.Beforetheyweremadeintoasweettreat,whatwerecacaobeansusedfor?

3. HowdidtheSpanishchangethecacaodrinkoftheAztecs?

4.Whocreatedthefirstchocolatebar?

Whatdidhedoaspartofthemakingprocess?

CRAZY CREATIVE CHALLENGEResearchwhatacacaotreelookslike.

Usethetextandyourresearchtodrawandlabelacacaotreetohelpexplainwherechocolatecomesfrom.

Comprehension Task Comprehension Task

Making PredictionsMaking Predictions

Going on HolidaysThe day had finally arrived… school had ended and the holidays had begun!

I was filled with great excitement. Tomorrow my family and I were heading off on our annual holiday.

I took out my big green and blue suitcase from the bottom of my wardrobe, threw it onto my bed and quickly unzipped it. An old musty smell burst out of the bag, so I drowned it with some of my mother’s best perfume.

Inside were the remains of who knows what from the bottom of my old boots and an old lift pass. After making my suitcase nice and clean again, I started gathering all the things I would need for my holiday.

I slowly loaded my suitcase with warm clothes. I packed my beanie and gloves, along with the long stripy scarf Nan knitted me. I couldn’t wait to try the sleek new goggles my friend Sam leant me, I hoped that they would make me go faster!

Lastly, I packed some pocket money so I could buy a delicious hot chocolate at the end of my fun days.

Going on Holidays1. Predict where the person might be going on holidays.

Why do you think this?

2. Who might the main character be?

Why do you think this?

3. An old musty smell burst out of the bag.

Predict what caused the smell. Why do you think this?

4. Do you think the main character will go on the same holiday again next year?

Explain a reason for your prediction.

CRAZY CREATIVE CHALLENGEYou are stranded on a deserted Island.

Write and/or draw a list of ten items that you wish you had packed and taken with you.

Persuasive Poster Checklist

In my poster I have… A title that implies a point of view Argued for OR against keeping animals in zoos Used at least 1 rhetorical question Used at least 2 High modality words Used images and colour to persuade my audience Not rushed and I tried my best

Persuasive Text Checklist

In my persuasive text I have… Introduced my opinion in an opening statement Presented 3 reasons and examples to support my opinion Restated my opinion in a concluding statement Written at least 5 paragraphs (introduction, 3 body paragraphs and a conclusion)

Used persuasive techniques such as high modality words, rhetorical questions, emotive language and facts

Presented the text neatly Not rushed and I tried my best

Emotive Language Example

"I think that the amount of plastic that is placed and found in the ocean is a disgrace. To think that people could be so cruel to our environment and our animals is truly awful. I think that life would be really great if we all used to eco friendly bags you can choose to buy at the shopping centre. It is absolutely terrible to think that innocent marine life is dying due to humans throwing various plastic bits and pieces into their habitats. If it were those poor marine animals would we enjoy having humans ruin our lives just by their silly actions?"

Some Emotive words used: disgrace, truly awful, absolutely terrible and poor

Persuasive Text - OREO Planning Template

Circle whether you are ‘for’ or ‘against’ the topic ‘We should cull sharks to save our swimmers’. State your opinion below.

Write three reasons to include in your persuasive text. Write these in the boxes below.

Reason 1:

Reason 2:

Reason 3:

Think about how to explain each reason using an example. Write some ideas in the boxes below.

Example 1:

Example 2:

Example 3:

Restate your opinion below.

List 1.Writetheword.strangerbrightergentlestbriefestswifterharsherfriendliesttoughestgreediestlittlestheavierjolliesttastiestfunniersmelliestwittierskinniernastiestprettiercraziest

© Blake eLearning Reading Eggspress

Suffixes–er,est

2.Sortthewords.

SpellingLevel6.3

bri_________gen________swi_______fu_________he________nas_________pre_________

har_________gre_________tou_________joll_________sme_________brie_________tas_________

er est

little littler littlestfunniest

smellyprettyfriendly

gentlernastier

crazy

3.Fillinthemissingletters.

4.Completethetable.

SpellingLevel6.3

© Blake eLearning Reading Eggspress

Suffixes–er,est

Challenge words6.Writetheword.

scarierfilthiestbusiestfaintesthealthierscarcerthirstierhungrierfiercestjuiciest

7.Hiddenwords.Findthechallengeword.

sdfhdubusiestfgrdf

dgvvffiercestxcvff

fgfbvhungrierxfgvfg

xdvgxcfvfaintestvx

fgvxcvscarcerxcbvv

ciestjuiciestjjuid

thirehealthierhelt

tierthirstierthis

rreriscarierscera

8.Completethesentence.Thathorrorfilmwas________________thanthefirstonewewatched.IameatinglotsofvegetablessoIcanbe________________.Igavehimtherestofmywaterbecausehewas________________thanme.Thebathroomwasthe________________roomsowestartedcleaningtherefirst.Ipickedthe________________peachfromthetree.Foodwas________________duringthewar.Tomwas________________thanMick,sohegottheextracheeseburger.Thebeachis________________duringthesummertime.

Mytorchisalotbreighterthanyourtorch.Wehadthebreefestmeetingbetweenclasses.Ipickedthelitteliestpuppyfromthelitter.Mybrotherisalotfunneirthanmydad.Metalisusuallyheaveirthanwood.Thesunisharssherinsummerthaninwinter.

5.Underlinethespellingmistakes.Writethewordcorrectly.

→* You previouslylearned how to

round numbers

to the nearest

100. ¥8

⇐Now apply what

you learned to

rounding numbersto the nearest

Hbd•••-

Use the exampleto help yousolve the roundtoloooproblems.gl?youcaTalso

check

outthe

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Addition

Compensation StrategyWatch the videos below to learn how to use the compensation

strategy to solve addition problems https://www.youtube.com/watch?v=dT36wR_Mqb4

https://www.youtube.com/watch?v=0LfzYQigCOA&t=75s

- Use the bigger number first on the numberline then add the smaller one- Always work from left to right with

addition on a number line

Question 4 Use the inverse operation to check your answers.

Example:

HOT TIPS

Watch the video bleow to learn how to add multiples of 100 and 1000.

https://www.youtube.com/watch?v=o8I7vSbcMJg

Jump StrategyThe video below explains how to use the jump strategy to

solve addition problems https://www.youtube.com/watch?v=SyZSbvy33m8

How to find the errors

You will need to work out each problem yourself. As

you complete each step of the question, compare your

answer to the answer provided to see if their working

out and answer is the same as yours.

How to check if you’re correct

If the question is 4 2 7 you could use

x 3

1 3 8 1

repeated addition to see if your answer is correct

427+427+427=

400+400+400= 1 200

20+20+20= 60

7+7+7= 21

1 200+ 60+ 21= 1 281

4 7 5

x 5 5x5=25

5

2

4 7 5

x 5

5x7=35

35+2= 37

7 5

3 2

4 7 5

x 5

5x4=20

20+3= 23

2 3 7 5

3 2

Steps to success

1. Multiply the bottom

units column to the top

units column.

Remember if the answer

is larger than 9 you must

share to the next column

(tens column)

2. Next, multiply the

bottom units column to

the tens column in the

top number. Then add

any numbers you shared

previously. Remember

to share if needed.

3. After the tens column,

you are to multiply the

bottom units number to

the top hundreds

column. Since the

hundreds column is the

last column, you don’t

need to share.

Maths Joke

Why did the student do their multiplication problems on the floor?

Their teacher told them not to use tables!

ComparingDecimals

= 25.217

Use the example belowto help you with Q1

Use the link below tohelp you with Q2 - Don'tforget, the crocodile eats

the larger decimal! https://www.youtube.com/

watch?v=trTS_KfkqtI

Use the chart and infobelow to help you with

Q3

Be sure to identify the number in thehundredths column, as that is the number

that will be changing!

Example: 3.21 The number 1 is in the hundredths house,

therefore we need to add 5 to the 1 in orderto correctly add 5 hundredths to the decimal.

= 3.26

ComparingDecimals

= 25.217

Use the example belowto help you with Q1

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

Use the chart and info below to help youwith Q3

Use the link below to help you with Q2 -Don't forget, the crocodile eats the

larger decimal!

Example: 16.354

The number 5 is in the hundredths house,therefore we need to show the VALUE of the

decimal by replacing the numbers before withzeros.

hundredths = 0.05

Use the info below to help you with Q4

2.149 2.631Look at the whole number first and thenwork backwards and stop when you see a

difference in number.

Science and Technology: Living World

Due: Friday 12th November, Term 4 Week 6

This task is your Science Project for home learning. Please keep in mind, although we have scheduled it into your timetables, you may need to spend extra time on it each week. You have SIX weeks to complete the task, so don’t leave it to the last minute.

Your project will focus on ONE animal and the unique adaptations it has developed to survive in its natural environment. You may choose an animal of interest from the following biomes:

• Aquatic • Desert • Forest • Grassland • Tundra

After you have selected your animal, complete the following steps:

Step 1: Read about your animal of choice – use the internet, books etc. or see your teacher if you do not have an idea of where to start.

Step 2: Research as much as you can about your animal of choice and fill in the Research Guide, found on the next page. Write the answers in note form as a draft.

Step 3: Create an Information Report based upon your research. You can present your report in any of the following formats: a newspaper, a poster, a video documentary (script must be provided), a news report, a PowerPoint.

Step 4: Make, paint, draw or build a Creative Piece that captures your animal in its natural environment. Be as creative as you can!

Step 5: Share your information report and creative piece with your teacher by posting on Seesaw, emailing or sharing on google docs. Keep them in a safe place, so you can hand them in when you return to school.

Marking Rubric

Quality/Detail of Research (3 marks)

Information Report is basic and/or does not relate to the topic. You have not used your own words. (1 mark)

Information Report is accurate, relates to the topic and you have attempted to use your own words. (2 marks)

Information Report is highly detailed, relates well to the topic and shows thorough use of your own words. (3 marks)

Overall Presentation (3 marks)

Project is unfinished or disorganised and poorly presented. (1 mark)

Project is well organised and handwritten or typed with a good attempt at presentation. (2 marks)

Project is highly organised and presented creatively using pictures, neat handwriting and/or typing. (3 marks)

Quality/Detail of Creative Piece (3 marks)

Creative Piece is basic and/or does not relate to the topic clearly. (1 mark)

Creative Piece is accurate and relates well to the topic. (2 marks)

Creative Piece is highly detailed, well-thought out and links well to the topic. (3 marks)

Timeliness/Submission (3 marks)

Project was submitted over a week late. (1 mark)

Project was submitted up to a week late. (2 marks)

Project was submitted on time. (3 marks)

Total Marks: _________/12

RESEARCH GUIDE

Animal of choice: _____________________________________________

Name and scientific classification

Appearance

Habitat

Diet

Predators

Reproduction

Behaviour

Unique adaptations

Other interesting facts

PDHPE Lesson 1 – Healthy Lifestyle - Safe and Unsafe

Task: Answer the questions below alongside a parent/caregiver.

Discuss with your parent/caregiver who or what influences you when deciding if something is safe or unsafe. Explain your response.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Discuss with your parent/caregiver safe and unsafe situation you may identify in the home environment. Select one unsafe situation and explain how you would make it safer.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Discuss with your parent/caregiver safe and unsafe situation you may identify in the school environment. Select one unsafe situation and explain how you would make it safer.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Discuss with your parent/caregiver safe and unsafe situation you may identify in the community. Select one unsafe situation and explain how you would make it safer.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Explain why you may think some of these actions/activities are safe, while another person may think they are unsafe? Consider who or what may be influencing you and other people.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

During this activity you will recognise that your choices and decisions help keep you and others healthy and safe. You will identify controllable and uncontrollable factors that influence your safety. You will also identify a

personal network of trusted adults and how they support your health and safety.

This activity can be freely used by educators or families.Resource created by Empowering Learning Together

This activity can be freely used by educators or families.Resource created by Empowering Learning Together

Wellbeing MatrixWellbeing Matrix A matrix to help students and families focus on their wellbeing with a variety of

'unplugged' activities. A great complimentary matrix to the 'R U OK? Day' Matrix.

Sit under yourfavourite tree and

read.

Organise a special sitdown meal with your

family

Make a pillow fortand have an

adventure with yoursiblings or teddies!

Write a poemabout how you arefeeling and recite itto someone special.

Create some newyoga moves. Use

animals or plants asinspiration.

Make a gratitudejar. Add in all the

family, friends andjoys of nature that

you are grateful for.

Go for a bushwalk. Take a specialjournal and write ordraw some specialthings you noticed.

Write some specialaffirmations foryourself on your

mirror or next to yourbed to read each

morning and night.

Find a penpal (afamily member, friendor neighbour). Draw

them a specialpicture and send it in

the mail.

Listen to yourfavourite songs. Try

and paint or drawhow the music makes

you feel.

Learn a new skillor hobby like

origami, knitting,scrapbooking,photography,

gardening or magic.

Make a boardgame using

recycled materialsbased on your

favourite book ortelevision show.

Make your ownhealthy treat.

This could be trailmix, a muesli bar,muffin or slice.

Transform acardboard box into

a time machine. Draw pictures ofplaces you visit onyour adventures.

Design and make afriendship bracelet.

Consider usingrecycled or natural

materials.

Find a quiet spot tolie on the grass andlook at the clouds.What pictures orpatterns do you

see?

Australian H

istory C

entres – Mid

dle Prim

ary © 2016 B

lake Educatio

n59

Middle primary – Level 2Text type: Information text

Word count: 36730 Source Card

Life in Britain in the 1700s

Disease and famineThere was very litt le clean water. The water was so dirty that many people drank gin instead because it was cheap. This made people too drunk to work, so they lost their jobs or got into fi ghts. There were few medicines, so they couldn’t treat people who had infections or got sick from drinking dirty water. People often died from illnesses that are easily treated today. Almost half of all the babies born back then died before the age of two.

For most people living in big cities in Britain in the 1700s, such

as London, life was diffi cult for several reasons. These would

eventually become some of the reasons that the British Government

began to think about establishing a colony in Australia.

Poor housingThe population of London began to increase rapidly. People went

to London to look for work and with hopes of a bett er life. Lots of

houses were built very quickly to give these people somewhere

to live. The houses were not built very well, and many buildings

were divided up into smaller homes. This was in order to fi t as

many people as possible into one space. The houses were built close

together with dark, narrow alleyways in between. Overcrowding

was a problem in those days.

Dirty streetsThere were no proper toilets and drains. People threw their rubbish

and emptied their chamber-pots into the streets. Dead animals —

such as rats, cats and dogs — were also left rott ing in the streets.

All the vehicles were drawn by horses, so there

was horse manure everywhere. When

it rained, all the muck in the streets

mixed with mud to make a fi lthy mess. People also used coal for cooking and heating, so black smoke

and soot spread across the city.

CrimeMany people were forced to beg or steal in order to stay alive. It was very hard to make a living and

there wasn’t enough work for everyone.

People out of work did not get money from the

government like they do today. The crowded streets also made it

easy for pickpockets to steal watches and money from richer people.

Antique chamber-pot

London streets, 1872

MP_Card_1-40.indd 59 17/12/2015 12:35 pm

Life in Britain in the 1700s

Name Date

54 Middle primary – Level 2Source Card: 30Work

Sheet

Australian History Centres – Middle Primary © 2016 Blake Education134

REASON PROBLEM

Black soot and smoke spread across the city.

Human waste and other rubbish was emptied into the streets.

People were forced to beg or steal to survive.

Lots of houses were built quickly and not very well to house the growing population.

People often died from infections or from drinking dirty water.

People lost their jobs from drunkenness and fi ghting.

1. Look at the problems below from London in the 1700s. Cut out the reasons at the bottom of the page and glue them next to the problems they caused.

They did not have the medicines that we have today.

There were no toilets and drains.

People used coal for cooking and heating.

There was not enough work for the number of people.

Many people went to London to look for work.

People drank gin instead of dirty water.

2. Read the source card again. Answer the questions below.

Why were all the vehicles pulled along (or drawn) by horses?

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Why did people use coal for cooking?

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Why do you think so many babies died?

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MP_Worksheets 1-41.indd 134 17/12/2015 9:14 am

Life in Britain in the 1700s

Name Date

Middle primary – Level 2Source Card: 30

Australian History Centres – Middle Primary © 2016 Blake Education 135

55WorkSheet

Life in the 1700s Life today

Manure on the streets from horse-drawn vehicles Pollution from cars and buses

1. In the 1700s, people living in big cities had very different problems to what most of us experience now. Complete the table below and write the differences between problems in big cities in the 1700s and problems around the world today. The fi rst one has been done for you.

2. Look at the people in the picture on the source card. Choose one of these people and write a short imaginary recount of their life in Britain at the time. Make sure you describe how they feel, where they live and what they are doing in London.

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MP_Worksheets 1-41.indd 135 17/12/2015 9:14 am

Find a free space in your home Watch the YouTube tutorial below to learn the moves of

‘Cotton Eye Joe’. Once you have learnt the dance and are feeling confident, film

yourself completing the dance and upload it onto Seesaw.

‘Cotton Eye Joe’ – https://www.youtube.com/watch?v=GlJYTWxSVM4

10 scissors 10 scissors

Knee high jog on the spot for 30

seconds

Knee high jog on the spot for 30

seconds

Sprint on the spot for 30

seconds

8 twists

Free Choice Free Choice

10 squats

Shuffle on the spot for 30

seconds12 side to side

jumps

Hop on one leg for 30 seconds

8 step touches

Sprint on the spot for 30

seconds 2 grape vines

8 twists

5 power jumps 4 right leg lunges

10 squats

Free Choice

2 grape vines

March on the spot for 30

seconds

March on the spot for 30

seconds

Free Choice

15 second plank hold

12 star jumps

Sprint on the spot for 30

seconds12 side to side

jumps12 side to side

jumps

5 crunches 5 crunches

5 power jumps 4 right leg lunges

4 heel touches

12 star jumps

Knee high jog on the spot for 30

seconds