birrong-p.schools.nsw.gov.au birrong public school

Stage 3 Years 5 and 6 Learning at Home Term 3 Week 9 6th – 10th September 2021

birrong-p.schools.nsw.gov.au Birrong Public School Promoting Lifelong Learning

Structure of Your Day

Total hours per day 3.5 hours per day plus additional time for sport and physical activity, games, etc.

Core Learning ● 2 hours on English/Maths, includes:

● Literacy activities ● reading ● writing ● vocabulary ● handwriting

● Numeracy activities ● maths tasks ● Matific

Additional Learning ● 1.5 hours of other Key Learning Areas (these may be spread across the week rather than daily), includes:

● Geography ● History ● Science ● PDHPE ● Creative Arts

Try to work in small blocks of time, e.g. work on a writing task for 30 minutes then take a short break.

Start a new task after your break.



INFORMATION YOU NEED

Epic Reading https://www.getepic.com/sign-in

Class 6G 6V 5/6C 5/6R 5R 5M 5S

Epic code uyg2234 ccc6680 vpn0380 zxr1482 isr7769 bis6786 ywb2539

Google Classroom code

pktn264 sbsdsy4 lublat4 iqk7qf4 3y5k6cx hqh7kog jvjwsd4

Prodigy code EC4EC5A 2C6E962 85DA0E& 43E49D9 YR5

137CA7C YR6

48E4D58 3E9A510 A09647F

STORYBOX ONLINE

You can listen or read along to Storybox online for a few weeks.

Birrong PS has access online till 15th Sept 2021.

Details are as follows:

Login: https://storyboxlibrary.com.au/login

Username: Birrongps

Password: bps

https://www.getepic.com/sign-in

https://storyboxlibrary.com.au/login

https://storyboxlibrary.com.au/login



SUBMITTING WORK As of this week you will be submitting work to your teacher to look at. Remember: You should be doing a reading, spelling, maths and a writing task each day. The other areas, such as HSIE, science, PDHPE etc. can be competed at a chosen time during the week. There will be two ways of submitting work.

1. Each day on Google Classroom a set of slides will be provided for you to place answers/responses straight onto. There will be a heading for each subject. You will then submit work by pressing the button on the right-hand side called ‘Turn It In’ at the end of the day.

2. If you do not have access to a laptop/IPAD/computer/phone during the day you can continue to work in your

book, but will need to take pictures of your work and upload onto Google Classroom when you have access. The information on how to do this is on the next page.

If you do not have any access to technology continue to work in your book. You will receive Blueys and Gotchas for work completed.



READING

Connecting Summarising Wellbeing Wednesday Predicting Questioning

WRITE A LETTER

Write a letter to a main character from a book you have read. Write your opinion and feelings about something the character did or something that happened to them in the book.

BOOK REVIEW

Write a book review for a book you have read. Make sure you include:

★ title ★ author ★ illustrator ★ main characters ★ story line (what happened?) ★ illustration ★ recommended or not?

WELLBEING WEDNESDAY

COMPLETE ANY OF THE

MATRIX ACTIVITIES

YOU WOULD LIKE

TO DO (ALL DAY)

BEFORE READING

Write your predictions for what you think will happen using the following headings:

➔ setting ➔ characters ➔ problem ➔ events ➔ solution

10 QUESTIONS

Write ten questions you would ask the main character in the story you read. Think about things you would like to know but weren’t stated in the text.



SPELLING AND VOCABULARY

MONDAY TUESDAY WELL BEING WEDNESDAY THURSDAY FRIDAY

Sound patterns, ea The sound pattern ea can represent three sounds:

★ long e, as in beat and meat ★ long a, as in break and steak ★ short e, as in head or bread

Write each ea word in the box beside a word below that it can be linked to in some way. These words have either long a or short e sounds.

heavy steak weather

jealousy break dread

head sweat

1. meat 2. envy 3. climate 4. weight 5. perspiration 6. smash 7. neck 8. fear

Sound patterns, ea The sound pattern ea can represent three sounds:

★ long e, as in beat and meat ★ long a, as in break and steak ★ short e, as in head or bread

Find each ea word in the box, and write it in the correct sentence. They are all long e sounds. 1.Cancer is a serious ________________. 2. Our ________________ help us if we word hard. 3. My favourite ______________ of the year is summer. 4. The mechanic smothered the cogs in _____________. 5. The girls decided to ________________ their hair. 6. The dense smoke made it hard to ________________. 7. The two warring armies signed a ________________. 8. The bird used its _______________ to open the shell. 9. The mouse began to ________________ when it was caught. 10. It is quite ________________ living in the country.

s e a s o n b g

b l e a c h e R

t r e a t y a e

s q u e a k k a

d i s e s e e s

b r e a t h e e

t e a c h e r s

p e a c e f u l

WELLBEING WEDNESDAY

COMPLETE ANY OF THE

MATRIX ACTIVITIES YOU WOULD LIKE TO

DO (ALL DAY)

Sound patterns, ee The letters ee are pronounced as a long e, as in feet and sleep. The ee words in the box have been cramped up. Write each beside its meaning below.

keelbreezesucceedtoffeesneezecanteenscreechheedsteeplerefereeleechcheerful

1. to be successful 2. part of a church 3. place to get a meal 4. umpire 5. to yell loudly 6. hard sweet 7. part of a ship 8. blood-sucking creature 9. light wind 10. to take notice of 11. happy, carefree 12. involuntary cough

Free On-Line English Dictionary | Thesaurus | Children's, Intermediate Dictionary

Sound patterns, oa The sound pattern oa is pronounced as a long o sound, as in boat and coat. Write each word in the box in its correct sentence.

approach

cocoa soaking toadstool

moat loathe loaves hoax

coax boastful cloak foam

1. I really ______________ having to clean up my room. 2. The baker gave away the ______________ of bread to a charity. 3. Around the castle was a deep ______________. 4. I tried to ______________ the horse into the float. 5. There was a lot of ______________ in the glass of beer. 6. The pilot said we would ______________ the airport shortly. 7. I had a warm cup of ______________ for supper. 8. Toby is a very _______________ boy, always talking about himself. 9. The visitor wore a long ______________ to the dance. 10. When the water pipe burst he got a real ______________. 11. We tried not to mix up the _______________ with the mushroom. 12. The people believed them, but then realised it was a _____________.

https://kids.wordsmyth.net/we/

https://kids.wordsmyth.net/we/



WRITING - TASK Monday

Revisit the information on the elements of poetry and revise the meaning of figurative language. Watch the video and answer the following questions: https://www.youtube.com/watch?v=uoSBVNUO2LU

1. What is a simile? 2. What is a metaphor? 3. Why are comparisons commonly used in poetry?

Read the poem ‘One Rotation’ and answer the questions about it on the worksheet about ‘Sound devices’. Once you have completed your worksheets, use your google slides to record your answers to the following:

- Do you like this poem? Why or why not? - Which verse of the poem resonated most strongly with you and why? - Why do you think the poet decided not to follow a rhyming pattern?

All Information taken from Teach Starter

https://www.youtube.com/watch?v=uoSBVNUO2LU



WRITING - TASK Tuesday

Read the poem ‘The Brave Babysitter and the Boys’ and answer the following questions: 1. What do you notice about the language used in this poem? 2. How does the language affect the tone of the poem? Is it formal or informal? 3. Why might a poet choose to use figures of speech in a poem?

Watch the video and answer the following questions: https://www.youtube.com/watch?v=YPngxOnjKP0

1. What is an idiom? 2. What are some commonly used idioms mentioned in the song? 3. Why are the idioms considered to be a form of figurative language?

Read the poem ‘The Brave Babysitter and the Boys’ and answer the questions on the worksheet. Once you have completed your worksheet, use your google slides to record your answer to the following:

- Do you like this poem? Why or why not?

All Information taken from Teach Starter

https://www.youtube.com/watch?v=YPngxOnjKP0

https://www.youtube.com/watch?v=YPngxOnjKP0



WRITING - TASK Fun Thursday Acrostic Poem

Acrostic Poem Your task today is to write an acrostic poem about a season of your choice using different types of figurative language and sound devices to help the reader create an image in their mind. You can decorate your poem with a picture/pictures to match once it is complete. I have included an example below: If you are unsure what figurative language or sound devices you could use make sure you check the information pages from last Monday.



WRITING - TASK Fun Friday Shape Poems

SHAPE POEM

Watch this video on shape poems https://www.youtube.com/watch?v=9gqQU6P18LI

Your task today is to write a shape poem.

Step 1: You can choose any object/thing of your choice to write your shape poem about. Some ideas you could use are lightning, rainbows, a tornado or twister, a star, a butterfly or even a football or soccer ball. You do not have to pick one of these, you can come up with your own idea if you want to, like an animal.

Step 2: Brainstorm as many ideas as possible that relate to your topic. Try to cover as many of the five senses as possible! Remember to use sound devices and figurative language to help the reader create an image in their mind.

Step 3: Write your shape poem. You can either fill in the inside of the object/thing with your poem (See the poem about raindrops in the shape of a raindrop to your left) or you can use the words of you poem to create the outline of your object/thing (see below or look up shape poems for more examples).

https://www.youtube.com/watch?v=9gqQU6P18LI



YEAR 5 MATHEMATICS

MONDAY Ascending Patterns What is a pattern? When creating a pattern what is a rule? What is an ascending pattern? An ascending pattern is when the rule which states a pattern is increasing/adding to a number. For example if the rule states to increase by 2 starting at 10 the pattern would be the following, 10, 12, 14, 16, 18, 20. Find the rule in the following patterns and write the next 3 numbers following the pattern:

a) 99, 103, 107, 111, 115, 119, 123, 127, 131, …, …, …, Rule: b) 12, 19, 26, 33, 40, 47, 54, 61, …, … , …, Rule: c) 12, 23, 34, 45, 56, 67, 78, 89, …, …, …, Rule:

TASK- Create three more of your own ascending patterns with the rule making sure that all the patterns have different rules.

TUESDAY Descending Patterns What does the term descending mean? A descending pattern is when the rule which states the pattern is descending/ subtracting from a number. For example if the rule states to decrease by 2 and you start at 15 the pattern would be the following 15, 13, 11, 9, 7, 5. Find the rule in the following patterns and write the next 3 numbers following the pattern:

a) 151, 137, 123, 109, 95, 81, 67, …, …, .... Rule: b) 92, 84, 76, 68, 60, 52, 44, 36, …, …, … Rule: c) 126, 114, 102, 90, 78, 66, …, …, … Rule:

TASK- Create three more of your own descending patterns with the rule making sure that all the patterns have different rules.



YEAR 5 MATHEMATICS

WEDNESDAY

WELLBEING WEDNESDAY - COMPLETE ANY OF THE MATRIX ACTIVITIES YOU WOULD LIKE TO DO (ALL DAY)

THURSDAY Time - Converting between 12 and 24 hour time There are two main ways to show the time, 24 hour time and 12 hour time. The 24 hour time shows how many hours and minutes since midnight. The 12 hour time is split into am and pm, the 12 hours running from midnight to noon (the am hours) and the other 12 hours running from noon to midnight (the pm hours). To convert a 12 hour time to 24 hour time and it is after 12 noon just add 12 to the time given. For example, if you needed to find out what 4pm is in 24 hour time, add 12 and 4, which gives you an answer of 16:00 which is the 24 hour time for 4 pm. If the time is in the am there is no need to change the number unless it is 12am which represents the start of a new day and in 24 hour time is 00:00. To convert 24 hour time to 12 hour time and the number is larger than 12 you just do the opposite and subtract 12 from the number to give you the 12 hour time making sure you add pm to the end of the time. TASK- Convert the following 12 hour times to 24 hour time:

9 am = 10pm = 7:30 am = 8:40pm = 3:15am = 5:25 pm =

TASK- Convert the following 24 hour times to 12 hour time:

0400 = 1500 = 1330 = 1050 = 1810 = 0042 =



YEAR 5 MATHEMATICS FRIDAY Representing Time TASK- Represent the time on the clock and write it in both 12 hour and 24 hour time:

2:23 pm 8:00 pm 11:36 pm

0118 2104



YEAR 6 MATHEMATICS - Monday

Mental Maths: practise your times tables. Write them out, say them aloud, use www.topmarks.co.uk/maths-games/daily10, or play a game with cards or dice (like we do at school). Aim to learn your tables up to 12 x 12. Extension: learn the squared numbers up to 20 x 20 or challenge yourself to learn all your tables up to 15 x 15.

Daily Warm Up: complete one of these each day https://mathsstarters.net/numoftheday/5digit-h https://mathsstarters.net/numoftheday/6digit-h

ProdigyGame: complete 20 minutes of maths activities. Challenge yourself on topics you know you need to work on.

Number and Algebra: Fractions and Decimals

We are learning to: select efficient mental and written strategies, connect equivalent fractions, decimals, percentages and calculate percentage discounts of 10%, 25% and 50%.

To be successful: I can explain the connection between fractions, decimals and percentages, and have completed the grid task. (Optional) I can match the fractions to the percentages below.

Step 1 - Time to Think: we have talked about percentage, decimals and fractions as representing part of a whole number. Divide a loaf of bread into 20 slices - each slice is 1/20th of the whole loaf, or 5% or 0.05. If you eat 10% of the loaf you would eat 2 slices or 0.1 or 1/10th.

We are going to plan a party and work out how much each part of the party makes up of the whole party. You will need to think and plan.

(Step 3 - Optional) Extension: this is up to you. Change the party to a larger party (i.e. 30 people) with a larger budget. Change the budget (higher or lower). Add further elements such as decorations, entertainment (jumping castle?), utensils and plates and cups, or any other change you want to make. Redo the party planner with the updated elements.

Step 2 - Task: you will need the Party Budget worksheet (attached or on Google Classroom). Complete the party budget (follow the instructions). It would be helpful to have a supermarket catalogue (or use an online one). Once you have completed your budget work out the percentage, decimal and fraction of each item from the whole party budget.

This may take a couple of lessons to complete.

How to work out a percentage (this is easier with a calculator). Let’s say it has rained 15 days out of 30. To work out the percentage divide 15 by 30 and the answer is 0.5 or 50%. 12 days out of 30 is 0.4 or 40%. See the links ➞ for examples on converting between fractions - decimals - percentages.

Step 4 - Review your understanding: use the links below. Read through and check your understanding of fractions, decimals and percentages.

https://www.mathsisfun.com/converting-fractions-decimals.html https://www.mathsisfun.com/converting-fractions-percents.html

Remember: you don’t have to wait for someone to explain it - explore and figure it out. Ask your teacher questions on Google Classroom.

Watch: MathsAntics https://www.youtube.com/watch?v=JeVSmq1Nrpw to review your understanding of percentages.

https://www.topmarks.co.uk/maths-games/daily10

https://mathsstarters.net/numoftheday/5digit-h


https://www.mathsisfun.com/converting-fractions-decimals.html

https://www.mathsisfun.com/converting-fractions-percents.html

https://www.youtube.com/watch?v=JeVSmq1Nrpw



YEAR 6 MATHEMATICS - TUESDAY (continue from yesterday)



ProdigyGame: complete 20 minutes of maths activities. Try to challenge yourself on topics you know you need to work on.

Patterns and Algebra: Fractions and Decimals


To be successful: I can explain the connection between fractions, decimals and percentages, and have completed the worksheet. (Optional) I have completed the extension word problem.




Step 2 - Task: you will need the Party Budget worksheet (attached or on Google Classroom). Complete the party budget (follow the instructions). It would be helpful to have a supermarket catalogue (or use an online one). Once you have completed your budget work out the percentage, decimal and fraction of each item from the whole party budget. This may take a couple of lessons to complete. How to work out a percentage (this is easier with a calculator). Let’s say it has rained 15 days out of 30. To work out the percentage divide 15 by 30 and the answer is 0.5 or 50%. 12 days out of 30 is 0.4 or 40%. See the links ➞ for examples on converting between fractions - decimals - percentages.





WELLBEING WEDNESDAY - COMPLETE ANY OF THE MATRIX ACTIVITIES YOU WOULD LIKE TO DO (ALL DAY)









YEAR 6 MATHEMATICS - THURSDAY (continue from Monday and Tuesday)




Patterns and Algebra: Fractions and Decimals


To be successful: I can explain the connection between fractions, decimals and percentages, and have completed the worksheet. (Optional) I have completed the extension word problem.




Step 2 - Task: you will need the Party Budget worksheet (attached or on Google Classroom). Complete the party budget (follow the instructions). It would be helpful to have a supermarket catalogue (or use an online one). Once you have completed your budget work out the percentage, decimal and fraction of each item from the whole party budget.

This may take a couple of lessons to complete.

How to work out a percentage (this is easier with a calculator). Let’s say it has rained 15 days out of 30. To work out the percentage divide 15 by 30 and the answer is 0.5 or 50%. 12 days out of 30 is 0.4 or 40%. See the links ➞ for examples on converting between fractions - decimals - percentages.













YEAR 6 MATHEMATICS - FRIDAY




Measurement and Geometry: Time

We are learning to: select efficient mental and written strategies, and read and interpret timetables and to calculate elapsed time.

To be successful: I can demonstrate how to use a timetable to accurately calculate times and elapsed times. (Optional).

Step 1 - Time to Think: a timetable is a list of events that happen at a specific time. A simple one is the school day. 8.55am school starts, 11am recess, 11.30 learning time, 1.15pm lunch, 1.30pm play, 2pm learning time and 3pm is home time. What are some other timetables you can think of? Elapsed time: is the time something has taken from start to finish. The school day starts at 8.55am and finishes at 3pm. The elapsed time is 6 hours and 5 minutes - 6.05 hours.

Step 3 (Optional) - Extension Problem: create your own timetable for a typical school day for you including what time you get up and go to bed and everything in between.

Start Time Activity Length of Activity

End Time

Step 2 - Task: complete worksheet - Timetable Bus (attached or on Google Classroom) Task: complete worksheet - StudyLadder Timetables (attached or on Google Classroom)

Step 4 - Review your understanding: use a timetable from one of the worksheets and explain to a family member or friend how to read the timetable. Explain your understanding of ‘elapsed time.’


Watch: https://www.youtube.com/watch?v=SZv_a0fjDfE&t=5s to review your understanding of timetables.




https://www.youtube.com/watch?v=SZv_a0fjDfE&t=5s



HISTORY

The Ngarrindjeri People of South Australia and the environment (worksheets attached)

Key inquiry questions:

How do the Ngarrindjeri people of South Australia explain key elements of the landscape in which they live?

What colours and patterns do Indigenous Australian use to portray elements of the Australian environment?

STUDENT ACTIVITIES

Step 1: Introduction to the Ngarrindjeri people of South Australia. Using the background information provided in Resource Sheet 1, locate Country of the Ngarrindjeri Nation, outline how they interacted with their environment and the key events in the history of the Ngarrindjeri people.

Step 2: Using Google Earth (if you have internet access) explore the lands of the Ngarrindjeri people using the map and satellite image on Resort Sheet 1. Investigate the importance of the River Murray using the internet or looking at the pictures on the resource sheet. Share your findings with a parent and record them on a google doc or in your book.

Step 3: Listen to the Dreaming Story of Ngarrinderi. What was the purpose of the story? Rewrite the story in your own words (skip this if you don’t have internet access).

Step 4: Read Colours of Australia – a picture book by Bronwyn Bancroft, a Djanbun clan member of the Bundjalung Nation. If you don’t have internet access, then read the attached information (Aboriginal art facts for kids) and think about how earth colours are very close to the indigenous culture. Identify those colours they associate with Australia and compare these features in Colours of Australia (white, red, orange, yellow, green, blue, indigo, violet and black). With what element of the natural environment associated?

Step 5: Based on your understanding of the ‘Country’ of the Ngarrindjeri Nation, write about the colours and patterns the Ngarrindjeri people might use to represent the environment in which they live.

Use a google doc for this task or write in your book and you can show your teacher when you return to school.

https://www.youtube.com/watch?v=TgjY27Sy48g

https://www.youtube.com/watch?v=cX0j94ifkXg



SCIENCE and TECHNOLOGY

Lesson 1 Astronomy plays a big part in Aboriginal culture. Many Aboriginal groups use the movement of the planets and stars as a calendar to calculate the seasons and fix the date of certain tribal activities. They also attribute religious or mythological significance to certain celestial forms. The 'Emu in the Sky' is a spectacle which is visible in the Autumn sky. Dark nebulae (interstellar dust and gases) contrast with the bright stars of the Milky Way to form the shape of an emu. Refer to the science work-sheet to view the story or Click on the link below to view the Aboriginal story ‘the emu in the sky’. Use the story to complete the table. https://www.youtube.com/watch?v=svbeAHxWJMs

A Freeze-frame is a form of still image that is achieved by simply freezing in action. It provides a still image that is not pre-planned and can be made through different motions of movement of your body. After completing the table, create a freeze frame to represent the location of the emu and what this means for the people. Present this to someone in your family. Lesson 2 https://spaceplace.nasa.gov/menu/earth/ Navigate through this website to explore the Earth and Space activities and information. Once you have spent at least a half hour on the website, write down 3 things you learnt and 3 things you enjoyed about the website.

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

https://spaceplace.nasa.gov/menu/earth/



PDHPE

TASK 1 TASK 2



DRUG EDUCATION

TASK 1

Use these words to fill the spaces

Exhaust fumes, plant, poison, oxygen, smoke from fires, lung throat, cigarettes, odorless toxic gas, pipes

or cigars, tar

TASK 2 Answer the following questions



Creative Arts

Visual Arts Drama Music

Draw a picture of one thing your family did on Wellbeing

Wednesday.

Go noodle: Can’t stop the feeling https://www.youtube.com/watch?v=KhfkYzUwYFk

Or

Put on the radio/You Tube and dance to your favourite songs

Fold a piece of paper in half and look for sounds around your home.

Draw pictures of things that make loud sounds on one half, and things that make quiet sounds on the other half.

Label one side “high” and one side “low”.

PBL - Positive Behaviour for Learning

Week 9: We play in supervised areas and stay in bounds

Activities: 1. Name all the areas that teachers are supervising you during play time.

2. Give 3 reasons why you must stay in bounds when you have play time or walking around the school ground.

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

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

birrong-p.schools.nsw.gov.au birrong public school

Documents