©ABC 2020

World Health Organisation

1. Discuss the BTN World Health Organisation story as a class and record the main points of the

discussion.

2. What year was the World Health Organisation (WHO) founded?

3. What does UN stand for?

4. What is another name for the bubonic plague?

5. How many people died from the bubonic plague in the 1300s?

6. What does pandemic mean?

7. What disease did the WHO wipe out through vaccinations?

8. What name did the WHO give the new coronavirus?

9. How long will it take before there is a vaccine for the new coronavirus?

10. What questions do you have after watching the BTN story?

Coastal Erosion

1. What did the BTN Coastal Erosion story explain?

2. Which Australian coastline recently experienced severe storm systems?

a. East coast

b. West coast

c. South coast

3. Erosion is a natural process. True or false?

4. What causes beach erosion?

5. Describe the experiment in the BTN story using your own words.

6. Why did a day care centre on the coast in Newcastle have to be pulled down?

7. How is the government trying to stop coastal erosion?

8. What is a seawall?

9. Why are many councils trying to protect sand dunes?

10. Illustrate an aspect of the BTN Coastal Erosion story.

Check out the Coastal Erosion resource on the Teachers page.

Homework Debate

1. Retell the story in your own words.

2. What does the former Education Minister in NSW think about homework?

3. What are the benefits of doing homework?

4. It’s up to each school to make its own policy on homework. True or false?

5. Compete this sentence. Homework can help students prepare for ______ ___________.

6. What did the kids in the BTN story think about homework?

7. About how much time do you spend on homework each night?

8. What would you do if you didn’t have any homework?

9. What are your thoughts on the issue?

10. Hold a poll in your class asking if you should have homework. Discuss the results as a class.

Episode 3 18th February 2020

©ABC 2020

Pluto Anniversary

1. Briefly summarise the BTN Pluto Anniversary story.

2. How many planets are there in our solar system?

3. What ancient civilisation first observed planets in our solar system?

4. Who first suggested that planets in our solar system revolve around the Sun?

5. What is the name of planet 8?

6. What year was Pluto discovered?

7. Who named Pluto?

8. Why is Pluto called a dwarf planet?

9. Pluto is larger than the Moon. True or false?

10. What questions do you have about Pluto?

Check out the Pluto Anniversary resource on the Teachers page.

Mother Language Day

1. Discuss the BTN Mother Language Day story with another student.

2. Approximately how many languages are spoken in Australia?

3. Where did Aarush live before he moved to Australia? Find using Google Maps.

4. Name one of the languages that Aarush speaks at home other than English?

5. How many official languages does India have?

6. How many people speak Gujarati?

7. Gujarati has its own alphabet. True or false?

8. How old was Aarush when he started to learn English?

9. Why is it important to Aarush to speak Gujarati?

10. What was surprising about this story?

©ABC 2020

Teacher Resource

Coastal Erosion

1. What did the BTN Coastal Erosion story explain?

2. Which Australian coastline recently experienced severe storm

systems?

a. East coast

b. West coast

c. South coast

3. Erosion is a natural process. True or false?

4. What causes beach erosion?

5. Describe the experiment in the BTN story using your own words.

6. Why did a day care centre on the coast in Newcastle have to be

pulled down?

7. How is the government trying to stop coastal erosion?

8. What is a seawall?

9. Why are many councils trying to protect sand dunes?

10. Illustrate an aspect of the BTN Coastal Erosion story.

Class discussion

Hold a class discussion about the issues raised

in the BTN Coastal Erosion story. Use the

following questions to help guide discussion:

• What do you know about erosion?

• What causes coastal erosion?

• Why is coastal erosion a problem?

• What impact does coastal erosion

have on people and the environment?

• What questions do you have about

erosion?

KWLH

Record what students know about coastal erosion and its impact on people

and the environment on a mind map. What questions do they have about

what they have learnt in the BTN story? The following KWLH organiser

provides students with a framework to explore their knowledge on this topic

and consider what they would like to know and learn.

What do I know?

What do I want to know?

What have I learnt?

How will I find out?

Students will investigate the

cause of coastal erosion.

Students will plan and conduct an

experiment to demonstrate how

coastal erosion works.

Science – Year 4

Earth’s surface changes over time

as a result of natural processes

and human activity.

Science knowledge helps people

to understand the effect of their

actions.

Science – Year 5, 6

Scientific knowledge is used to

solve problems and inform

personal and community

decisions.

Science – Year 6

Sudden geological changes and

extreme weather events can

affect Earth’s surface.

With guidance, pose clarifying

questions and make predictions

about scientific investigations.

Episode 3 18th February 2020

What do you

know about

erosion?

©ABC 2020

Topics of inquiry

Students will determine a focus for their coastal erosion inquiry within an area of interest, for example, make

a prediction or develop a key research question.

• What causes coastal erosion? Investigate the natural causes of coastal erosion and coastal erosion

caused by people.

• How can we minimise coastal erosion?

• Why should we protect our coasts from erosion? Write a persuasive piece of writing explaining your

reasons.

• What might happen if we don’t look at the coastal erosion problem? What will our coasts look like in

30 years’ time? Make some predictions.

Visual literacy

In this activity students will examine, analyse and query a range of images which show coastal erosion.

Students will choose one or more of the images below and respond to the following:

• Write a short paragraph describing what you see in this image. Write a caption for the image.

• When and where was the photo taken?

• Imagine you are a scientist examining the damage caused by coastal erosion. Explain using

scientific words and terms how the erosion occurred. In your description include one or more of the

following terms: natural process, coastal erosion, tidal force, waves and shoreline.

• Could the damage have been prevented or minimised? Research how Australia’s coast can be

protected to minimise erosion.

• What questions do you have about what you see in the image?

ABC News

ABC News

ABC News

ABC News

©ABC 2020

Further investigation

Students will analyse this image and then respond to the following:

• Write a caption for this image.

• What do you think this image is illustrating?

• Imagine you are one of the residents living along

this coastline. Write a letter to your local council

member explaining your concerns.

Scientific experiment

Provide students with the opportunity to think and behave like scientists. Before starting the investigation,

watch BTN’s Coastal Erosion story. Working in pairs or small groups, students will then conduct the

experiment using water and sand to demonstrate how coastal erosion occurs. Students will use the following

framework as a guide before, during and after their investigation

Experiment: Wave action – Find a large tub. Fill 1/3 of the tub with sand and press into shape making a

‘beach’. Fill the tub with 2 cups of water to provide an ‘ocean’. Draw a ‘before’ picture. Create waves by

moving the water with a paddle (e.g. lunchbox lid). Draw an ‘after’ picture.

Research Before starting this experiment, respond to the following:

• What causes coastal erosion? Describe using your own words

• How can coastal erosion be minimised? Give your suggestions.

Investigation Follow these steps during your investigation:

• What am I going to investigate?

• What do I think will happen (prediction)?

• Why do I think this will happen?

• What steps do I need to follow to investigate my prediction?

• What materials and equipment will I need? Make a list and then

draw/label each item.

• Complete the experiment and document what you observe.

• Write a paragraph that summarises what happened.

• Was this what I expected? Explain.

Reflection Reflect on the investigation by responding to one or more of the following

questions:

• What did you enjoy about this investigation?

• What did you find surprising?

• What would you do differently next time?

ABC News

©ABC 2020

Storm Erosion – BTN

https://www.abc.net.au/btn/classroom/storm-erosion/10524572

What is coastal erosion? – Geoscience Australia

https://www.ga.gov.au/scientific-topics/community-safety/coastalerosion

Coastal Erosion - BOM

http://www.bom.gov.au/pacificsealevel/pdf/Coastal_Erosion_fact_sheet.pdf

Coastal Erosion – Understanding cause, response and impact – Geoscience Australia

http://geoscience-

au.maps.arcgis.com/apps/Cascade/index.html?appid=14c50929ce1144f395bdd801440983d7

Newcastle beachside cabins in danger of toppling into sea after wild weather – ABC News

https://www.abc.net.au/news/2020-02-11/newcastle-beachside-cabins-in-danger-of-toppling-into-

sea/11953274

©ABC 2020

Teacher Resource

Pluto Anniversary

1. Briefly summarise the BTN Pluto Anniversary story.

2. How many planets are there in our solar system?

3. What ancient civilisation first observed planets in our solar system?

4. Who first suggested that planets in our solar system revolve around

the Sun?

5. What is the name of planet 8?

6. What year was Pluto discovered?

7. Who named Pluto?

8. Why is Pluto called a dwarf planet?

9. Pluto is larger than the Moon. True or false?

10. What questions do you have about Pluto?

Class discussion – Pluto

Hold a class discussion about the information raised in the Pluto Anniversary

story. Ask students to name the planets in our solar system. Students will

then create a class mind map about Pluto asking students to record what

they know. Use the following questions to guide discussion:

• Who discovered Pluto?

• How was it named?

• Where is Pluto in the solar system?

• How big is Pluto?

• When and why did Pluto become a dwarf planet?

• How many moons does Pluto have?

• How long does it take for Pluto to orbit the Sun?

• What is the Kuiper Belt?

Glossary

Students will develop a glossary of words and terms that relate to Pluto and the solar system. Below are

some words to get them started.

Solar system Dwarf planet Kuiper Belt

Charon Orbit Planet

Students will learn more about the

dwarf planet Pluto and other

planets in the solar system.

Science – Year 5

The Earth is part of a system of

planets orbiting around a star (the

sun).

Science – Year 5 & 6

Science involves testing

predictions by gathering data and

using evidence to develop

explanations of events and

phenomena and reflects historical

and cultural contributions.

Episode 3 18th February 2020

©ABC 2020

Planet Research

Students begin by recording what they know about the solar system. Working in pairs, students will research

one of the planets in the solar system. Use the following to help guide students’ research.

• Choose a planet in our solar system (or the dwarf planet, Pluto)

• Conduct in depth research into one of the planets. The NASA website has useful information.

• Include a description of what the planet looks like.

• Find out some interesting facts about the planet.

• Geographical features – Is it gaseous or rocky? Does it have an atmosphere? What are conditions on the surface like?

• Distances – how far is this planet from the Sun?

• Movement – identify the path of this planet. How fast does it travel around the Sun?

• Present research using Prezi, Canva or Glogster

Make model of our solar system

Make a scale model of the planets in our solar system. In small groups, students will represent the size of the

Sun and the planets in our solar system as accurately as possible. Students need to agree on an

approximate scale for their model. The model should begin with the Sun and show planets in order. Use this

calculator to help determine size and scale.

• What scale will you use to model the solar system?

• What materials or found objects will you use to represent the Sun and each of the planets?

• What surprised you about you about this activity?

Following this activity, students will agree on a scale to represent the distance of the planets from the Sun.

Calculate and record the distances using a spreadsheet. Consider modelling your findings on your school

oval. In this BtN story we demonstrate the scale of our solar system, using a bowling ball, a pin, a

peppercorn, a pecan, a hazelnut and a peanut, on a racecourse! Watch this ABC Education video to help

you visualise the size and scale of our solar system.

©ABC 2020

Students watch the BTN Visiting Pluto story about the New Horizons mission to explore Pluto, then answer

the following questions:

1. What is the name of the spacecraft that took

photos of Pluto?

2. Pluto was first discovered in...

3. What do scientists know about Pluto?

4. Why is it called a dwarf planet?

5. When was the spacecraft launched?

6. New Horizons is about the size of a

____________.

7. What interesting things are on board the

spacecraft?

8. Describe the images of Pluto.

9. New Horizons is the fastest spacecraft NASA has ever built. True or false?

Watch this video to learn more about Pluto’s atmosphere.

Watch this video to learn more about the amazing features of Pluto.

Create a Kahoot Quiz

Use Kahoot! to test students’ knowledge about Pluto. Quizzes can be

created to recap learning or test personal knowledge. There is also

the option to connect with classrooms around the world and play

kahoot in real time.

BTN Space Science stories

Visit BTN’s collection of stories which focus on space science and space exploration. After watching any one

of the BTN videos ask students to respond to the discussion questions (to find the discussion questions and

teacher resources go to the related BTN Classroom Episode and download the Episode Package).

Link to collection of BTN Space Science stories

https://www.abc.net.au/btn/space-science/10614248

©ABC 2020

Visiting Pluto – BTN

https://www.abc.net.au/btn/classroom/visiting-pluto/10526194

The Amazing Features of Pluto – ABC Education

https://education.abc.net.au/home#!/media/2395334/the-amazing-features-of-pluto

Pluto Dwarf Planet – NASA Science Solar System Exploration

https://solarsystem.nasa.gov/planets/dwarf-planets/pluto/overview/

Pluto - NASA https://solarsystem.nasa.gov/planets/dwarf-planets/pluto/in-depth/

©

BTN Transcript: Episode 3 – 18/2/20 Hey there, Amelia Moseley here with another episode of BTN. Let's check out what's coming up. We'll find out more about Australia's disappearing beaches, learn about the great homework debate and go to the far reaches of the solar system to celebrate the dwarf planet, Pluto.

World Health Organisation Reporter: Amelia Moseley

INTRO: But first today let's get the who's who of the WHO and by that, I mean the World Health Organisation. Right now, it's leading global efforts to stop the spread of the coronavirus COVID-19 and it's certainly not the first time it's dealt with a pandemic. Let's find out more about it.

AMELIA, REPORTER: Who can help the sick? Who can warn people about dangers to their health? Who can stop a deadly virus from turning all of us into brain eating zombies? Oh wait, no not that one. That's just in the movies. But everything else, well, WHO can? No, I mean who can. Like W-H-O, WHO. There we go. The World Health Organisation. It was officially founded back in 1948 not long after the Second World War as part of another big international organisation tasked with saving the world. The United Nations. The UN decided that along with things like keeping peace and security around the globe. There was another important thing to take care of to ensure the survival of the human race, our health. WORLD HEALTH ORGANISATION, 1948: The struggle against epidemics is a global one for the danger of death is worldwide. You see, long before the UN and the WHO existed; the world had tackled some pretty big outbreaks. The worst in history was the bubonic plague, also known as the Black Death. That's about as horrible as it sounds. In fact, in the 1300s it wiped out up to 200 million people or 60% of Europe's population. Centuries later, there were diseases like yellow fever, cholera, smallpox and the Spanish flu which, at the end of World War I, infected about one third of the planet's population. A disease that spreads that far around the globe is known as a pandemic. The WHO's aim was to stop that sort of thing from happening again. WORLD HEALTH ORGANISATION, 1948: The World Health Organisation will make full use of every existing means, education, prevention, cure. All peoples of every race and belief will be helped by doctors from all races and nations. Since it started, the WHO has done some pretty amazing things. Like helping to totally wipe out the deadly virus, smallpox through vaccinations. It's also leading the fight against contagious diseases like HIV/AIDS, Ebola, malaria and tuberculosis and it helps to educate people on sometimes less obvious dangers to their health, like consuming too much sugar or playing video games for way too long. But right now, the reason the WHO's in the news is because of, you guessed it, the new coronavirus or COVID-19 which is the name the WHO gave it last week. It says it could be 18 months before there's a vaccine for the virus, but in the meantime, it’s been encouraging governments to work together to stop it from spreading. WORLD HEALTH ORGANISATION: To hit hard and stand in unison to fight this virus in every corner. Of course, the WHO isn't perfect; some say it didn't react quickly enough to coronavirus and that the organisation needs to be better funded and more efficient. But, to many, it's still good to know that there's a big powerful group out there fighting for our health.

News Quiz Alright everyone, let’s test your knowledge in this week's news quiz. What's the name of the ex-tropical cyclone that hit Lord Howe Island? Is it Uma, Uesi or Macy? The answer is Uesi and it brought along really strong winds and heavy rain. But it wasn't the only wild weather around, there were also serious floods in parts of Queensland, Victoria and New South Wales LOCAL: This is Australia isn't it. Frying one minute and drowning the next. Which iconic car brand is being retired at the end of this year? Ford, Holden or Toyota? It's Holden. Holden cars have been part of Aussie life for more than a hundred years, but the brand's American owners say it's time to scrap it. Next question. Can you name this US politician? It's Bernie Sanders. If you haven't heard of him, you might be hearing a lot more of him. He's one of the Democrats hoping to go up against US President Donald Trump at the next election and after a vote last week he's doing pretty well. BERNIE SANDERS: This victory here is the beginning of the end for Donald Trump. A new type of dinosaur has been discovered in Canada. It’s related to which famous species? Allosaurus, Tyrannosaurus rex or Velociraptor? It's related to the T-rex. This newly discovered tyrannosaur was about 2 and a half metres tall with big sharp teeth, which is why it's been nicknamed the Reaper of Death. Scary!

Coastal Erosion Reporter: Olivia Mason INTRO: As you just heard, Australia's been dealing with more wild weather. After battering Lord Howe Island, Cyclone Uesi brought thunderstorms and big waves to the East coast. It also caused more coastal erosion. As Liv found out, that's a big problem for many Aussies who live along the beach. Living along the coast can be pretty cool. There's sun and sand and surf and all those other great beachy things. Except when this happens. Last week, a couple of storm systems gave parts of the East Coast an absolute pounding. SYDNEY RESIDENT: I haven't ever seen this place ever like that since I've been here 30 years. This is Collaroy Beach in Sydney and as you can see the waves didn't leave a lot of beach. Ex-Cyclone Uesi also brought some massive swells which ate away beaches. Of course, it's not the first time we've seen storms cause havoc for coastal communities. This is what happened back in 2016 when a king tide uprooted people's backyards and even swimming pools. It's a sign of what many experts say is a growing problem around Australia and that's beach erosion. Erosion is a natural process that's happening all around us all the time, carving natural features like mountains and river beds and canyons. It's when land gets worn away by different forces like wind and water. OLIVIA MASON, REPORTER: It's kinda hard to believe but a lot of this sand actually used to be rock that's been pulled apart by the waves and the wind. But erosion can also take sand away. Check this out. In this tub we've got some sand to represent the beach, and when I add water and create some waves you'll see the sand start to move as the waves push and pull against it. And eventually, the shape of the beach changes. That's what's happening to a lot of real beaches around the country and it can have some expensive and dangerous consequences. This day care centre in Newcastle had to be torn down last year because beach erosion had made it unsafe and experts say there are tens of thousands of other buildings at risk in Australia. FREMANTLE RESIDENT: It really just is relentless and it's powerful. And you know anyone who takes the ocean for granted learns that they can't do that in the longer term. Governments and councils spend a lot of money fighting erosion by moving sand or by building hard structures like this.

OLIVIA MASON, REPORTER: This is a seawall. It’s designed to absorb some of the energy from the waves and to protect the roads and buildings behind me. There are also things like breakwaters which interrupt the waves before they get to the beach and groynes which stick out into the water and catch sand but the trouble with all of these methods is they're expensive and they often don't last. Nature does have its own way of protecting the beach and that's sand dunes. They absorb the power of waves and provide a stockpile of sand to replace the beach if a storm comes. Their secret is the vegetation which traps the sand and holds it in place. It's why lots of councils are doing what they can to protect sand dunes. But in some places the dunes have already disappeared to make way for houses and other buildings and in these areas, erosion is a growing problem. As sea levels rise some reckon it's only going to get worse and we have to think hard about how we're going to protect Australia's beach life.

Did You Know? Did you know that sinkholes are caused by erosion? Sinkholes happen when dirt and rocks below the surface wash away, causing the ground to collapse and leave a big hole.

Homework Debate Reporter: Jack Evans INTRO: Now to homework. I know it's probably not your favourite thing in the world. And while some people reckon it's super-important, there are also some educators who reckon it might not be as useful as we once thought. Here's Jack. TEACHER: Alright class it's time to hand in your homework. JACK: Homework? TEACHER: Jack, have you done your homework? JACK: I, uh. TEACHER: Jack, I'm waiting JACK: A dog, a cat. TEACHER: Jack. JACK: A cow, a cow ate it. A cow ate it? TEACHER: Jack, Jack, Jack. JACK: Ahhhh. SARAH: Jack, Jack, Jack. JACK: Phew, it was just a dream. SARAH: Have you written your story on homework yet? JACK: Hey. Get out of my bedroom. SARAH: This isn't your bedroom. It's the BTN set. You fell asleep, again. JACK: Sorry, I'll go write that now. Yep, homework can be a little stressful. Especially if you forget to do it or something eats it. But it's been a fact of life for most school kids for, well forever really. But have you ever thought, is homework really that

important? KID 1: I do think homework can be important but it depends on whether or not it's challenging you. KID 2: Yes homework can be very important especially if you're studying for a test. Well believe it or not that's a question more and more people have been asking lately. ADRIAN PICCOLI, FORMER NSW EDUCATION MINISTER: I've seen the research and it says certainly in primary school, it's of limited value. This guy, Adrian Piccoli, used to be the NSW education minister and he reckons that while homework can be useful for students in high school, especially years 11 and 12, it's not as useful for kids in primary school. And he's not the only one. A few studies have found that doing homework doesn't necessarily help kids get better marks at school and it can make them feel more anxious and miss out on things like sport and hanging out with friends. SOPHIA: I don't really get to spend much time with my friends, don't get to do the things that I want to do after school and just relax or play sports. ARYA: Sometimes I really don't want to do it because I just want to hang out with my friends. But most of the time it's actually useful for me. It's why some schools have said see ya later to homework altogether. PAUL CHAPMAN: It can create tension in the home life and in my opinion, young people don't need tension in their life. Our job really is to try and allow them to be children. Paul Chapman is a principal and has made homework entirely optional at his school. But before you go throwing out your homework, there are plenty of teachers and parents who think it can be really helpful. They say it can teach you how to work independently and complete tasks in your own time as well as prepare you for high school when schoolwork gets a little more intense. At the moment it's up to the school to make its own policy on homework. But experts say it's important for the work you take home to be interesting, educational and not too much so you can still have free time to chill out. But what do you think? KID 3: Sometimes I do feel like I'm missing out on other fun activities. But I know that this is going to help with my school work. KID 4: It's pretty much trailing on from what you do in class so if you don't get it in class the homework will help you understand it a bit more. KID 5: Sometimes when I'm doing homework I feel like I could be doing something else that I want to do. But I try and get it out of the way so I can do those other things.

Sport The Matildas have topped their Olympic qualifying group after coming from behind to draw one all against China. It looked bad for the Aussies when China scored in the 86th minute, but Midfielder Emily Van Egmond saved the day in the dying seconds. The Matildas will now face Vietnam for a place at the Olympics.

This is the moment 15-year-old Mohamed Toure made A-League history. He helped seal a 2-0 win for Adelaide United against Central Coast Mariners. MOHAMED TOURE: It feel surreal I never thought of doing it ever in a million years, not at 15. It's an amazing feeling especially at home in front of my friends and family. And this is the 2020 NBA all-stars slam dunk contest. As usual, it was spectacular but also a little bit controversial. A lot of people thought Orlando Magic's Aaron Gordon had it in the bag with this one. Yep, he

just jumped over Tacko Fall, who's 2.26 metres tall. But in the end the judges gave the win to Miami Heat forward Derrick Jones Junior and a lot of fans weren't happy.

Pluto Anniversary Reporter: Jack Evans INTRO: Now to something a little more out there, like more than 5 billion kays out there. I'm talking about Pluto, the little lump of rock that was once considered the 9th planet in our solar system. Did you know that this week marks the 90th anniversary of Pluto's discovery? Jack found out more about its place amongst the planets. JACK: This is our solar system, well it's a model of our solar system. Sun at the centre and the 8 planets that orbit it. Wait a second, what’s this? Pluto? What are you doing here Pluto? What? Don't look at me like that. What do you want me to do? You're technically not a planet anymore, you're a dwarf planet. But that doesn't mean you're not important. Pluto your discovery was very important, and it led to us learning even more about our solar system. Yeah that's right. Let me explain but let’s go back a bit. It was the ancient Babylonians that first observed the planets in our solar system. They noticed that while most stars stayed in the same position relative to each other some of them would move around the sky. They weren't stars at all they were planets. In fact, the word planet comes from the Greek word wanderer because they wandered through the sky. At first, we thought there were only 5 planets Mercury, Venus, Mars, Jupiter and Saturn. Then in the 16th Century we realised that Earth was also a planet, yep mind blown. It was Nicolaus Copernicus in 1543 that suggested the planets revolved around the Sun. It took a few years to catch on but eventually people accepted the idea. JACK: About two hundred or so years later we discovered Uranus. Hey, no jokes please Pluto. Cheeky. Like the other planets you can see Uranus without a telescope. Because it's quite dim and moves very slowly no one really noticed it until 1781 when astronomer and composer, Frederick William Herschel, came along and discovered it. Then in 1846 astronomers noticed something weird happening to Uranus' orbit. Turns out it was because of the gravitational pull of planet 8, Neptune. And that brings us to Pluto. In 1930 American astronomer, Clyde Tombaugh was checking out images he'd taken of the stars and realised one of those specks of light kept moving. Pluto’s discovery made headlines. It's name was actually suggested by an 11-year-old who thought it would be cool to name it after the roman god of the underworld, seeing as Pluto lives in such a cold and desolate part of the solar system. Then we spent the next few decades remembering the names of all nine planets in our solar system until… JACK: Yep Pluto my friend you were downgraded to a dwarf planet. I mean you are pretty small compared to the others. Especially that one and that one and that one, well, all of them really. You're actually smaller than our moon and Australia, yeah you're pretty tiny. Plus, we've found a bunch of other objects in the solar system that bigger than Pluto, but not quite big enough to be planets. In 2016 we sent this spacecraft to study Pluto, found out it had a bunch of moons and best of all had a big old love heart on its surface. Naww. JACK: So, to some of us you'll always have a special place in the solar system. Just not this model because you know accuracy.

Quiz How many moons does Pluto have? Is it 1 3 or 5? The answer is five. Their names are Charon, Styx, Kerberos, Hydra and Nix.

Ask a Reporter If you've got questions about Pluto, or any of the other planets, then you can ask me live on Friday during ask a reporter. Just head to our website for all the details.

Mother Language Day Reporter: Olivia Mason INTRO: Finally, today to languages. Australians speak a lot of them. In fact, I bet, a lot of you guys have families that speak a language other than English and this Friday is all about celebrating that linguistic goodness. It's International Mother Language Day and our rookie reporter Aarush told us why that is so important to him. AARUSH: Namaste BTN, my name is Aarush and I'm 12 years old. Namaste means hello in Gujarati or in Hindi. Did you there are around 200 languages in Australia? And about 7 thousand languages are spoken around the world. Today I'm going to teach you about the languages I speak. First, I'm going to introduce you to my family. This is my mum. Her name is Pranjal. She's from India. PRANJAL: Hello. AARUSH: And this is my naughty, cute brother Rian. RIAN: What's up? AARUSH: We speak different languages in our home. I was born in India, Nundurbar Maharashtra, and I came, I moved to Australia 2 years ago. I speak Murati and Gujarati and sometimes Hindi at home and at school sometimes I speak Hindi or English. I speak Gujararti with my Mum, Dad, my brother, grandparents and my other relatives. I like to speak with my grandparents in Gujarati because if I speak the same language they speak it with me. PRANJAL: I'm really happy to see Aarush speak his Mother Language, his mother tongue with my parents. They're also very happy and I also very happy to see him like that. AARUSH: Did you know that in India there are 22 official languages.? Gujarati is spoken by about 55 million people. Mostly, here in the state of Gujarat. Gujarati actually has its own alphabet, it can be also written in the letters we use in English. I started to learn English when I was in KG like in kindergarten. It was kind of hard, not like too much hard. It's really fun to speak more than one language for like communicating to people. RIAN: What are you drawing Aarush? AARUSH: You know what I'm drawing a Goddess, I mean a God. AARUSH: I like to cook and my favourite dish I like to cook is dhokla, it's the traditional dish in Gujarat. PRANJAL: It is important to know about Gujarati because Gujarati is our language, and this is our culture. Because of Gujarati his parents also understand him, and he understands his grandparents. I wish my grandchild to also learn Gujarati from my children and I very appreciate them to pass on the culture. AARUSH: Wherever I go in the world my languages will always be a part of who I am. Āvajō. Happy Mother Language Day to everyone. Bye bye.

Closer Well that's it for this week's show. We'll be back next week with more stories and quizzes and fun stuff, and until then you can jump on our website. You can also catch us every weekday on BTN Newsbreak and if you're 13 or over you can subscribe to our YouTube channel so you never miss a thing. Bye!

1

while so before

if both neither

for

when as

so before if

both neither for

when as but

Conjunction Bingo

Conjunction Bingo

2

Conjunction Bingo

before if both

neither for when

as

but

unless

Conjunction Bingo

if both neither

for when as

but unless since

3

Conjunction Bingo

both neither for

when as but

unless since because

Conjunction Bingo

neither for when

unless since because

not only not after

4

Conjunction Bingo

for when as

but unless since

because not only not

Conjunction Bingo

when as but

unless since because

after nor whether

5

Conjunction Bingo

after nor whether

than as well as either

until and or

Conjunction Bingo

as but unless

since because after

nor whether although

6

Conjunction Bingo

unless since because

not only not after

for when as

Conjunction Bingo

while before if

neither when but

although whether either

7

Conjunction Bingo Answers: Print 2 cut 1

while so before

if both neither

for when as

but unless since

because not only not

after nor whether

8

Conjunction Bingo Answers: Print 2 cut 1

than as well as either

until and or

although

Conjunction Match up

Time: Manner: Cause: Condition: Concession:

as long as as because although although

after by since unless though

before though as if whereas

when with therefore otherwise despite,

just as as consequently still even though

while if yet despite even if

since as though as a result of

until like so

every time as

 

Conjunctions – Words That Join Sentences

Choose the correct conjunction from the list to complete these sentences.

while because but and so when then • The weather was very cold ……… John wore

gloves. • Paul was sad ……… his cricket team had lost the

match. • I gave the shop assistant five dollars ……… I had

two dollars change. • We waited for Sue ……… she didn’t turn up. • Mary had her dinner ……… went to bed. • The children washed their hands ……… they

had finished gardening. • We wanted to go to the beach……… it rained. • Charlie read a book ……… he waited for the train. • Paul dropped the cup……… it broke. • Julie was a good girl ……… she got a sticker.

Now use each conjunction to write a sentence of your own.

 

Conjunctions – Words That Join Sentences

Use and to join these sentences. • I gave the shop assistant five dollars. I

had three dollars change. • Paula went into the park. She had a ride on

the swing. • David dropped the plate. It broke.

Use but to join these sentences. • It was a lovely dress. It was too small for

Sarah. • We waited for Sue. She didn’t turn up. • We wanted to go to the beach. It rained.

Use because to join these sentences. • He did not drink his coffee. It was cold. • They used their umbrellas. It was wet. • Matthew was happy. There was a public holiday.

Use so to join these sentences.

• The weather was very cold. John wore gloves.

• Julie was a good girl. She got a sticker. • It was a sunny day. They went for a walk.

Cohesion in texts includes the use of connectives and conjunctions and more sophisticated texts effectively use a variety of referring words, substitutions, word associations and text connectives to improve the flow of the writing. It refers to the use of linguistic devices to join sentences together, including conjunctions, reference words, substitution and lexical devices such as repetition of words (or synonyms), collocations and lexical groups. Students need to connect ideas in logical ways in order to display and build precise factual knowledge, develop their ideas to persuade more convincingly and express more complex relationships in their speech and writing.

Conjunctions and connectives are cohesive devices that work to improve the flow of the writing. Conjunctions operate within sentences and connectives relate to meaning between sentences. Different types of conjunctions are used to express different types of relationships between ideas.

Activity 1: conjunction bingo Conjunction bingo gives students practice reading and saying conjunctions. In small groups, each student is given a laminated bingo card with nine conjunctions on it. To mark that space students must give a sentence with that conjunction in it. The game leader for each group pulls conjunctions out of a bag, one at a time. The first student to have all nine sentences complete calls out 'Bingo'.

Activity 2: build a story Explain to students that, when a sentence gives a reason for an event or action, a causal conjunction such as because is used. When a sentence explains the result of an action or an event, a conjunction such as so, therefore, as a result or consequently is used.

Ask students to contribute a sentence one idea at a time. The story may start out “I was late to school” and the next student adds the conjunction “so,” the third student might add the phrase “I ran as fast as I could.” Continue adding to the story one phrase at a time with students adding conjunctions between the phrases to join them.

since as consequently therefore because

as a result of so as yet

Activity 3: conjunction match up Using the following conjunctions, introduce one type at a time. Students then sort them into the correct type.

Ask students to work together to sort into correct categories, and then discuss the answers as a group. Students write examples of these conjunctions in sentences and add these to the display created or the resource to continue match ups.

Activity 4: conjunction work sheets

Activity 5: apps

Multiplication & Division

Brackets and Order of Operations

OperationsAn ‘operation’ is a mathematical process. The four basic operations areaddition, subtraction, multiplication and division. Other operations includeraising a number to a power and taking a root of a number. An ‘operator’ isa symbol that indicates the type of operation, eg +, –, × and ÷.

• Addition

• Subtraction

• Multiplication

• Division

Language

• Students should be able to communicate using the following language: equals,operations, order of operations, grouping symbols, brackets, number sentence,is the same as.

• ‘Grouping symbols’ is a collective term used to describe brackets [ ], parentheses( ) and braces { }.

• The term ‘brackets’ is often used in place of ‘parentheses’. Often inmathematics, when grouping symbols have one level of nesting, the inner pair isparentheses ( ) and the outer pair is brackets [ ], eg 360 ÷ [4 × (20 − 11)].

Background Knolwedge

• investigate and establish the order of operations using real-life contexts, e.g. 'I buy

six goldfish costing $10 each and two water plants costing $4 each. What is the total

cost?’. This can be represented by the number sentence 6 × 10 + 2 × 4 but, to

obtain the total cost, multiplication must be performed before addition.

• recognise that the grouping symbols ( ) and [ ] are used in number sentences to

indicate operations that must be performed first.

• recognise that if more than one pair of grouping symbols are used, the operation

within the innermost grouping symbols is performed first.

B.O.D.M.A.S

B Brackets first

O Orders (i.e. Powers and Square Roots, etc.)

D

MDivision and Multiplication (left-to-right)

AS Addition and Subtraction (left-to-right)

BODMAS Song

Perform calculations involving grouping symbols

Perform calculations involving grouping symbols

Perform calculations involving grouping symbols

Apply the order of operations to perform calculations involving mixed operations and grouping symbols

Apply the order of operations to perform calculations involving mixed operations and grouping symbols

Apply the order of operations to perform calculations involving mixed operations and grouping symbols

Level 1 – 1 point Level 2 – 1 point Level 3 – 2 point

3 + 6 ÷ 𝟑 × 𝟐 30 – ( 5 x 23 – 15) (42 - 6 + 5) ÷ (32 + 8 - 7 × 2)

𝟓 × 𝟑 − 𝟏𝟐 ÷ 𝟒 + 𝟖 (3 + 2)2 – 5 x 3 + 23 (7 - √9) × (42 - 3 + 1)

𝟓 × 𝟒 − 𝟐 × 𝟑 + 𝟏𝟔 ÷ 𝟒 (15 ÷ 𝟑+𝟒) − (𝟑2 – 7 x 2)

Scootle Resources

L6543: Exploring order of operations (Levels 1 and 4 are appropriate prior to

learning the role of parentheses)

M009636: Order of operations (teaching strategies)

Prepositional phrases Prepositional phrases typically consist of a preposition followed by a noun group/phrase.

Prepositional phrases occur with a range of functions, including:

• adverbial (how, when, where) in clause structure (for example, ‘on the train’ in ‘We met on the train.’)

• modifier in noun group/phrase structure (for example, ‘with two children’ in ‘a couple with two children’)

• modifier in adjective group/phrase structure (for example, ‘with red hair’ in ‘the boy with red hair’)

(See previous teaching strategies for more information on adverbial and adjectival phrases)

Prepositional phrases add detail, description and vividness to writing. The preposition works together with its object to form the prepositional phrase (prepositional phrase = preposition + object of the preposition), for example:

Paul walked to the primary school at the end of the block on Monday evening during a very heavy thunderstorm.

Punctuation of prepositional phrases Initial Position

Prepositional phrases in the initial position are set off from the base clause by a comma. For example:

• on Monday evening, Paul walked to the primary school at the end of the block during a very heavy thunderstorm.

OR

• Paul walked to the primary school at the end of the block, on Monday evening, during a very heavy thunderstorm.

Medial Position

Prepositional phrases in the medial position should interrupt the subject from its verb:

• Paul, on Monday evening, walked to the primary school at the end of the block, during a very heavy thunderstorm.

Activities to support the strategy Activity 1: Prepositional phrase identification Search for prepositional phrases in authentic texts. Use classroom reading texts or choose online texts. Some are listed below in Online Resources under Kids News Websites.

For example: A sentence chosen from student’s own writing

The group of students placed the diving apparatus on their excited faces and plunged into the deep water.

Image:Breakdown of prepositional phrase identification

Image:Breakdown of prepositional phrase identification

Activity 2: prepositional phrase innovation on texts Search for prepositional phrases in authentic texts.

Model using a short text such as The tree of life (see below), to develop more descriptive and more interesting writing.

The coconut, according to scientists, is actually the seed at the top of a coconut palm tree. It was given its name by Spanish sailors, between the fifteenth and sixteenth century, who likened the three dents on the shell’s base to a smiling monkey and named it ‘coco’ meaning monkey face.

Students complete the rest of the text with small groups.

A large part of the world’s population depends on the coconut. The stringy tough brown husk (coir) can be woven into ropes and yarns for household goods. Jewellery and musical instruments can be created from the hardened shell. After it’s dried, the tasty coconut meat is called copra. This copra produces oil which is used for cooking and beauty products, soap and animal feed. People also use coconut oil for its health benefits. The clear coconut water from fresh green coconuts is a delicious sweet drink.

It’s not surprising that the coconut palm is called ‘the tree of life’.

Choose other current classroom texts to search for, add to or innovate and change prepositional phrases.

Activity 3: using quality texts to discern sentence complexity Provide oral and written models in quality texts that show the wide range of information to be unpacked from simple sentences in nonfiction and fiction texts. Students need to reflect on and discuss meaning gathering.

For example, the following sentence could be used as a model:

• The RSPCA is strongly opposed to the introduction of safari style hunting in the Northern Territory.

Students examine the subject, verb group and then the object “the introduction of safari style hunting in the Northern Territory.” in terms of “… the introduction of safari style hunting” and its implications and then opening the next packet of information “… the Northern Territory.”

Example of a simple sentence with dense content

The object contains complex information that needs to be unpacked for deep comprehension.

Activity 4: prepositional phrase development in own texts In small groups students (4–5) select a piece of writing. Students add prepositional phrases. These are group corrected and rewritten to develop the best piece of work.

Spelling Program Year 6 Program 2020

EN3-4Adraws on appropriate strategies to accurately spell familiar and unfamiliar words

when composing texts

Unit 1RULE: List Adding suffix -ion to words ending in silent e

Simple Main Extension Activities

collide

exclude

invade

explode

erode

desperation

cooperation

appreciation

devastation

association

deception

prescription

explosion

decision

erosion

invasion

exclusion

collision

persuasion dissuasion

transmission

commission

percussion

possession compassion

Monday • Pre Test

• Show Mr Naylor

• Alphabetical Order

Tuesday / Wednesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 2RULE: List Adding suffix –ion to words ending in t, nd, lve

Simple Main Extension Activities

reject

detect

distinct

expand

admit

rejection

detection

exhibition

exhaustion

digestion

distinction

admission

permission

submission

extension

suspension

expansion

evolution

resolution revolution

concussion

profession

professionally

professionalism unprofessional

Monday • Pre Test

• Show Mr Naylor

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 3RULE: List Letter patterns making the soft g sound: ge, gi, gy, dge, j

Simple Main Extension Activities

huge

rage

range

large

orange

average

advantage

passenger

urgent

fragile

revenge

challenge

pledge

justice

rejoice

junction

prejudice

adjacent

adjustment judgement

knowledge

knowledgeable

exaggerate

prejudicial endangered

Monday • Pre Test

• Write PSL words onto spelling list

• Show Mr Naylor

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 4RULE: List Words ending in a vowel sound

Simple Main Extension Activities

tree

steel

three

toe

brooch

flee

pursue

statue

venue

foe

cocoa

mosquito

rodeo

eerie

simile

guarantee

refugee

veranda

debut alibi

plateau

bureau

tableau

Mexico tobacco

Monday • Pre Test

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 5RULE: List Suffixes; abbreviations; homographs premier, cabinet, minister; topic words: government

Simple Main Extension Activities

govern

rule

rules

police

court

government

parliament

cabinet

politician

minister

senator

representatives

governor

premier

opposition

president

election

democracy

monarchy federal

republic

parliamentarian

presidential

orator dictator

Monday • Pre Test

• Write PSL words onto spelling list

• Show Mr Naylor

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 7RULE: List Letter patterns er, ir, or, ur, ear, our

Simple Main Extension Activities

dirt

term

germ

hurt

fur

permanent

terminate

persevere

mineral

several

mirth

virtual

forward

ordinary

orchestra

memory

temporary

curse

surplus

disturbance

adjourn

bourgeois

scourge

journalism

restauranteur

Monday • Pre Test

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 8RULE: List Adding suffixes –er, -or –ist; topic words: occupations

Simple Main Extension Activities

employ

engine

manage

law

translate

employee

employer

manager

lawyer

cashier

pioneer

engineer

translator

sculptor

surgeon

scientist

pharmacist

chef

athlete chauffeur

athletically

scientifically

pharmaceutical

pharmacology

managerial

Monday • Pre Test

• Write PSL words onto spelling list

• Write list into book

• Alphabetical Order

• Show Mr Naylor

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 9RULE: List Adding suffix –ity to words ending in ible, able

Simple Main Extension Activities

able

stable

predict

visible

responsible

ability

stability

durability

probability

acceptability

predictability

respectability

changeability

availability

irritability

possibility

visibility

flexibility

responsibility accessibility

irresponsibility

disrespectful

unpredictability

unavailability

Monday • Pre Test

• Write PSL words onto spelling list

• Alphabetical Order

• Show Mr Naylor

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation

Unit 10RULE: Confusing pairs of words

Simple Main Extension Activities

bridal bridle bare bear yoke yolk

accent ascent future further device devise cemetery symmetry stationery stationary bizarre bazaar excess descent wander

respectfully respectively presence presents compliment complement

Monday • Pre Test

• Write PSL words onto spelling list

• Show Mr Naylor

• Alphabetical Order

Tuesday / Thursday• Dictionary Meanings x 10 / Thesaurus x 10 / Syllables x all

words / sentences x 10

• Crossword

Friday• Spelling Test

• Dictation