harcourt public school stage three (years 5 & 6)...begins to burn the paper. if no cause is...

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

Harcourt Public School – Stage Three (Years 5 & 6) Term 3, Week 2 – Offline Learning Unit

These tasks can be completed in your Homework book and returned to the school for marking when you are collecting the next week’s work.

Monday

Morning

Task 1 - English – Comprehension Activity “Optical illusions”

In this activity, we are learning to recognise cause and effect to help us understand and remember what we have read.

To be successful at this activity you will need to:

• understand the meaning of cause. • understand the meaning of effect. • connect the cause with the effect. • Identify clue words or phrases such as because, so, since or as a result that indicate a

cause and effect. • make connections between your own knowledge and the information in the text to help you

understand.

Learning about Cause and Effect.

The reason why something happens is called a cause. An effect is what happens as a result

of a cause. For example, if someone lights a match and puts it next to a piece of paper the

effect will be that the paper will burn. If we asked ourselves why the paper began to burn, we

can say that the cause was the lit match. By making connections between the cause and the

effect we can understand how events in a story or details in an article fit together.

Often there are clue words in a text that signal a cause and effect. For example, words like

because, so, since, or as a result may point to a cause or an effect. If there are no clue words,

ask yourself, ‘what happened?’ and ‘why did this happen?’

An effect may also have more than one cause, or a cause may have more than one effect. For

example, the lit match would put light on the paper first so you could see it better before it

begins to burn the paper. If no cause is given, use what you already know as well as what you

read to decide why something happened.

Your task: Go to Appendix 1 and read the text titled “Optical illusions”

Complete the comprehension quiz in the appendix and submit it to your teacher with your

week’s work.

Task 2 - English – Creative Writing Activity

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

To be successful at this activity you will need to:

• use tier two language to add description

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

Go to Appendix 2 and look at the image provided “descriptive writing stimulus”.


Write a descriptive imaginative paragraph describing the scene shown using a range of

language features you have learnt.

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

tell and onomatopoeia. Remember to include a title for your paragraph.

Break

Middle Mathematics – Questions about Whole Number

In this activity, we are learning to order, read and represents integers of any size To be successful at this activity you will need to:

• State the place value of digits

• Identify the value of digits

• Round numbers to the nearest 10, 100, 1000

• Recognise the location of negative numbers on a number line

Go to Appendix 3 and complete the Whole Number question worksheet.

Break

Afternoon

Creative arts – Art with Ms Kelly - Exploring the LINE element

In Stage 3 CAPA we will be learning about one of the 7 elements of art - Line.

LI: Today we are learning to use the element of line to create a piece of art.

SC: I can draw different organic and curved lines that are the main feature of my artwork.

Today you are going to make a picture using only line, inspired by an artist that I very much

like, Helen Wells. Here are some pictures of her work that we will be emulating today. As you

can see, all of this art is line based. If you like her art, have a look through her website and see

some of the other work she does. https://helenwellsartist.com/instafeed

For your activity, you will only need 1 piece of paper and a black texta or felt pen. If you don’t

have those, a normal pen or pencil will be just fine. I want you to have a good look at the lines

on her 2 images, see how they are all organic and curved, not straight. I want you to first draw

your own ‘tree trunk’ thick line and colour it in. After that draw thinner lines around it in swirls

and curved stripes to look like leaves. Here is a copy of my daughter’s picture (who is in year

5). The tree trunk is the hardest part, so get a parent to draw the outline of that if you want or

just copy one of these.

https://helenwellsartist.com/instafeed


Comprehension Activity – Appendix 1 - Monday

Information Text titled “Optical illusions”

People often use what they know to help them understand what they see. The eyes provide the information.

The brain works out what the information means. Sometimes, the brain becomes confused by the information

it receives from the eyes. This is called an optical illusion. Scientists study optical illusions to understand

better how the brain and eyes work.

Picture One Picture Two

Look at picture one. What do you see? Some people see a duck while others see a rabbit.

The image you see depends on what part of the picture you focus on. Once your brain knows the trick, your

eyes will focus on one image and then the other. Focusing on the rabbit, without the duck popping into your

vision, is now difficult.

What is around a shape can confuse us about its shape and size. Look at the crooked columns of white

boxes. The lines that separate the boxes seem to be tilting up and down. Yet if you trace any box, you will

see that it is a square. This effect happens because the black and white boxes do not line up. The illusion

occurs because the black and white boxes do not line up. The illusion occurs because your brain becomes

confused by the information gathered by your eyes.

Written by Jeffrey Fuerst. Sourced and adapted from text: Catching on to Comprehension, Recht (2007)


Cause and Effect QUIZ

Question 1: What is an optical illusion? Write your explanation in your own words.

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

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Question 2: Why do scientists study optical illusions?

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

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

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

Picture for Question 3:

Question 3: What is the confusion in your brain when you look at the drawing of white boxes on the black

background (above)? Look closely then describe the two things you might focus on and see.

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

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Question 4a: Match the CAUSE statement with the EFFECT statement. That is, if the EFFECT is

"Scientists learn more about the brain" which statement caused this to happen?

A. Light shines on the page


B. People are asked many questions about optical illusions.

C. Your brain is confused by the information your eyes gather from the picture.

Question 4b. Match the CAUSE statement with the EFFECT statement below. That is, if the EFFECT is

"You see an optical illusion" which statement caused this to happen?




Question 4c. Match the CAUSE statement with the EFFECT statement. That is, if the EFFECT is "You

see a picture" which statement caused this to happen?





Question 5: Look at the picture above. Are the sides of the box straight? OR do the sides of the box look

like they are curving inwards? What do you think causes this confusion/effect?

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

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Question 6a: Do you see a duck or a rabbit first?

a. Duck

b. Rabbit

Question 6b: The text describes why this might happen. Explain in your own words why some people see

a duck whilst others see a rabbit.

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

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Question 7a: What causes you to see the vase in this picture? Explain in your own words.

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Question 7b: What causes you to see the two faces in this picture? Explain in your own words.


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Question 7c: Why do you think that this image is a good example of an optical illusion?

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Question 8: Match the word to the definition.

Word Bank is: confused focus illusion image information optical

a. Related to eyes and vision …..........................................................

b. Mixed up …...........................................................

c. Knowledge, facts ….....................................................

d. A picture, photo, or other visual representation of something …....................................

e. To look closely at something …..............................................................

f. Something that seems real but is not …........................................................

Graphic examples for Question 9:

Question 9: Choose a graphic from the 2 shown above that you would like to describe to your teacher.

Once you have chosen one, explain to your teacher what you think CAUSES the optical illusion and the

EFFECT this has on our eyes/brain when we look at the graphic (picture).

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

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

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Street Art examples that create an optical illusion for Question 10.

Question 10: Choose a street art example from the 2 shown above that you would like to describe to your

teacher. Once you have chosen one, explain to your teacher what you think CAUSES the optical illusion

and the EFFECT this has on our eyes/brain when we look at the artwork (picture).

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

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

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

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

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


Writing Activity – Appendix 2 - Descriptive writing stimulus - Monday


Maths Activity – Appendix 3 – Whole Number - Monday

Answer the following questions.

Question 1: Express the following in numerals

a. Four thousand three hundred and sixty two b. Three hundred and twenty four c. Eight thousand nine hundred and three

d. Four thousand eight hundred and forty one e. Seven hundred and three

f. Five thousand four hundred and two

Place value of whole numbers

Question 2: What is the value of the 5 in these numbers?

a. 6 157

b. 9544 c. 5749 d. 4546

e. 785

f. 2359

Question 3: In the number 5 783 082, which digit is:

a. In the thousands place?

b. In the tens place? c. Will change if a million is added?

Question 4:

a. Write these numbers in ascending order: 56 821, 7 905, 57 011, 127 823

b. What is the smallest number you can make using the digits 5, 2, 8, 9, 1?

c. What is the largest number you can make using the digits 8, 0, 4, 3, 7, 5 ?

True or False

d. In the number 490 821, the 9 has the value of nine hundred. __________

e. In the number 65 359, the 6 is worth six hundred thousand. ____________ f. In the number 34 890, the 8 has a higher value than the 9. ____________


Question 5: Write the numeral for

a. (7 × 10 3 ) + (2 × 102 ) + (2 × 101 ) + 8 = b. (8 × 104) + (3 × 103) + (4 × 102) + 1 =

Question 6: Mystery Numbers

Use the clues to find the mystery numbers:

a. I have 5 digits.

Every digit is an odd number and every digit in the number is different.

The greatest digit is in the units place and the smallest digit is in the ten thousands place.

Both the thousands digit and the tens digit are greater than the hundreds digit.

So far, I could be 2 numbers. I am the greater of these.

I am _______________

b. I have 6 digits.

If you add one unit to me I have 7 digits.

What number am I?

I am _______________

c. I am one half of a million plus one.

What number am I?

I am _______________

d. I have 5 digits.

I have a 6 in the ten thousands place and my digit in the unit place is the smallest even number.

My middle digit is one more than the units digit.

My thousands digit is double my units digit and my tens digit is double my thousands digit.

What number am I ?

I am _______________


Rounding

Question 7: Round these numbers to the nearest 10

a. 672 b. 923

Question 8: Round the following numbers to the closest hundred

a. 235 b. 680 c. 513

d. 450 e. 5164 f. 3748

Question 9: Round these numbers to the nearest 1 000:

a. 432 499 b. 967 682

Question 10: Use the number line to help answer the following questions:

a. 4 – 7 = b. 2-8= c. -3+4= d. -9+5=

e. At 11 pm, the temperature was 2 °C. By 2 am, it had dropped 7 °C.

What was the temperature at 2 am?


Tuesday

Morning

Task 1 - English – Speaking and Listening In this activity, we are learning to write and deliver a 2-minute speech on a topic To be successful at this activity you will need to:

• give at least 3 reasons for your argument

• use eye contact

• use a clear and loud voice.

Choose one of the following topics to write and talk about: a) Would you rather it was always hot or always cold? b) Would you rather be able to turn invisible or be able to fly? c) Would you rather see the future or change the past?

1. Plan your speech by writing down key words, phrases or dot points 2. Using your plan, write your speech including 3 reasons to support your point of view (approximately 2 minutes in length) 3. Deliver your oral presentation about your chosen topic. You can do this in front of a mirror or to a family member. 4. Ask a family member to evaluate your presentation giving you 2 comments about your eye contact (e.g. did you look up from your notes?) and your volume (e.g. could you clearly be heard?). Using this feedback (and your own), write down 2 positive comments about your presentation and 1 area for improvement. 5. Ensure your speech and evaluation comments are written in your book.

See Appendix 2 to help you prepare your speech. Task 2 - English – Campaign Poster In this activity, we are learning to use multimodal features to create a persuasive poster. To be successful at this activity you will need to:

• use images to interest the audience

• use bright colours to appeal to your audience

• use strong modality words to persuade the audience You are the future of this nation. Imagine you are running to be the next Prime Minister of Australia and your political party needs to design a campaign poster for your upcoming election. Design a campaign poster for your own election for the next Prime Minister of Australia. You can create your poster by drawing your poster or using different materials from around the home to help you design the poster (that is, magazines and newspapers). Remember you can include a picture of yourself as part of your campaign poster.

Break

Middle

Mathematics – Three-Dimensional Space In this activity we are learning to identify three-dimensional objects based on their properties. To be successful at this activity you will need to:

• read definitions carefully • determine names, faces, edges and vertices of various three-dimensional objects • identify and compare properties (faces, edges and vertices) of prisms and pyramids • connect three-dimensional objects with their nets

Go to Appendix 1 and complete the three-dimensional space question worksheet.


Break

Afternoon

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

• define the term “healthy” in your own words

• identify aspects of a healthy life that you currently engage in We hear the phrase “being healthy” almost every day but what does it actually mean, what do we already know about it and how does it affect us? Create a brainstorm with the word “Healthy” in the middle. List and include everything you think you know about being healthy. You can use words, pictures from magazines/newspaper or different ideas to show us what you understand about being healthy. PDHPE Outcomes: PD3-6 distinguishes contextual factors that influence health, safety, wellbeing and participation in physical activity which are controllable and uncontrollable.

Maths Activity – Appendix 1 - Three-Dimensional space - Tuesday

Definitions to help: Three-dimensional: When something has length, width and height, then it is three dimensional. Solids are three-dimensional.

Polyhedron: A three-dimensional solid with four or more flat faces.

Face: Any flat two-dimensional surface on a three-dimensional object.

Base: The face on which a solid stands. Prisms and pyramids are named by their base.

Edges: The line where two faces meet.

Vertex (vertices): the point where two or more lines meet to form a corner.

Apex: the highest point above the base of a pyramid or cone.

Prisms: have two bases that are the same shape and size.

Pyramids: only one base and all the other faces are triangular. The triangular faces meet at a vertex (the apex).


Question 1:

Comparing Objects and Nets

2. Tick the answer that describes these two objects.

o They are both pyramids: they both only one base and they meet at an apex. o The left object is a prism and the right object is a pyramid. The prism has two bases and rectangular faces that are

perpendicular to the base. The pyramid has one base and an apex. o They are both prisms: they both have two bases that are the same shape and size.


3. The net of a 3D object is what it looks like if it is opened out flat. This is an image of hexagonal pyramid.

Circle which image would be the hexagonal pyramid’s net.

Platonic Solids and Understanding Euler's Rule Platonic Solids Platonic solids are objects that no matter which way you turn them, they look the same shape and size. There are only five regular 3D solids in the entire universe. These amazing solids each have identical faces and vertices.

Euler's Rule Euler was a famous Swiss mathematician who discovered a pattern rule linking the number of faces, vertices and edges in any 3D solid with flat faces. Using the rule, if you determine the number of faces and vertices of an object, you can easily find the number of edges of a solid by using a simple rule: F (faces) + V (vertices) - E (edges) = 2. For example, to determine how many edges are in a cube: 6 faces + 8 vertices = 14 14 - ? edges = 2 14 - 2 = 12 Therefore, there are 12 edges in this solid.


4. Use Euler's rule to decide how many edges are in a tetrahedron. It has 4 faces and 4 vertices. Tick the correct answer. o 6 o 8 o 10

5. Use Euler's rule to decide how many edges are in an octahedron. It has 8 faces and 6 vertices. Tick the correct answer. o 12 o 14 o 16 6. Use Euler's rule to decide how many edges are in a dodecahedron. It has 12 faces and 20 vertices. Tick the correct answer. o 20 o 30 o 32 7. Use Euler's rule to decide how many edges are in an icosahedron. It has 20 faces and 12 vertices. Tick the correct answer. o 20 o 32 o 30


Public Speaking Activity – Appendix 2 - Tuesday


Wednesday

Morning

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

• understand the meaning of key words or phrases in the text. • make connections between your own knowledge and the information in the text.

Go to Appendix 1 and read the text titled “Australia’s Golden Wattle” Complete the comprehension quiz in Appendix 1. Task 2 - English – Informative Writing Activity In this activity, we are learning to write informative texts that make us sound like the expert. To be successful at this activity you will need to:

• use tier two and three language to sound like an expert. • Include single words, phrases, sentences, and pictures.

Brainstorm everything you know about earthquakes. Your brainstorm should include words, full sentences, pictures that could be labelled. Dazzle your teacher with how much you know AND how much you sound like an expert. Write it into your homework book and submit it to your teacher.

Break

Middle

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

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

• complete number sentences that involve more than one operation

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

• complete a table of values for a number pattern. Go to Appendix 2 and complete the Patterns and Algebra quiz questions.

Break

Afternoon

Science – Exploring catapult designs In this activity we are learning to identify positive and negative aspects of a catapult design. To be successful at this activity you will need to:

• explore the information and slide images provided to look at different catapult designs and their features

• brainstorm positive and negative aspects of catapult designs During the term, you will be designing and making a catapult to meet a set of criteria, which will be discussed at a later time. What is a catapult? A catapult is a system that is used to throw a projectile a long distance.

1) Explore 'Catapult Facts for Kids' (appendix 3a) to identify the basic features of a catapult as well as


learn a little about their uses.

2) View the 'Catapult Designs' slides (appendix 3b). Select three different catapult designs and answer questions 2a and 2b for each design. For each design, write the slide numbers you are referring to in your work, so your teacher knows which design you are discussing when answering the questions below (for example the catapult design on slide 4).

2a) Brainstorm positive features of your three selected catapult designs. (For example; Positive features of the catapult on slide 4 are that: -it looks like it has a strong support feature, using a wooden slab to make sure the catapult is steady -the spring in the peg will possibly be a powerful projectile to flick the ping pong a long distance).

2b) Brainstorm negative features of your three selected catapult designs. (For example; Negative features of the catapult on slide 4 are that: -the bottle cap does not look large enough to stop the ping pong falling out constantly -not all materials used in the design are environmentally friendly).

Go to Appendix 3 to view the 'Catapult Designs' slides. Write answers to questions 2a and 2b for your teacher.


Comprehension Activity – Appendix 1 – Wednesday

Information Text titled “Australia’s Golden Wattle”


QUIZ Question 1: What is wattle? Explain in your own words what it looks like. …...............................................................................................................................................................................

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

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

Question 2: Why is it described as golden wattle?

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

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

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

Question 3: Wattle seeds are unusual because they:

a. Are very small.

b. Are difficult to collect.

c. Have a tough outer coat.

d. Should be planted in soil.

Question 4: The word moist could best be replaced with:

a. Soft.

b. Damp.

c. Warm.

d. Melted.

Question 5: As soon as the wattle seedlings get their first leaves they should be:

a. Well-watered.

b. Planted in a sunny spot.

c. Replanted into larger pots.

d. Covered with boiling water.

Question 6: Another name for a garden centre is:

a. Shed.

b. Florist.

c. Nursery.

d. Hardware store.


Question 7: A plant’s foliage is its:

a. Seeds.

b. Leaves.

c. Branches.

d. Seedlings.

Question 8: A shrub is most like a:

a. Vine.

b. Flower.

c. Seedling.

d. Small tree.

Question 9: Golden wattles will grow best:

a. When kept in small pots.

b. In very cold climates.

c. In a sunny position.

d. In the tropics.

Question 10: After young golden wattles begin to mature, they:

a. Flower.

b. Begin to sprout.

c. Produce large flat leaves.

d. Are covered in feathery leaves.

Question 11: Phyllodes are:

a. Seeds.

b. Wattles.

c. Divided leaves.

d. Flattened leaves.

Question 12: How large does a golden wattle shrub usually grow to?

a. 2 metres

b. 3 – 5 metres

c. 7 metres

d. 10 metres


Maths Activity – Appendix 2 - Patterns & Algebra - Wednesday

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

Complete the following number patterns: 17, 37, 57, _______ 98, 86, 74, _______ 4, 8, 16, 32, _______ 190, 179, 168, _______

Table of Values

Read the information below to learn about tables of values. Answer the questions under the information.


Find the missing number in the tables below:

a 5 7 10

b 25 49 ?

The missing number is _______

a 15 30 39

b 5 ? 13

The missing number is _______

a 20 30 40

b ?

The rule above is b=half of a. What number is missing from the box with the question mark? _______

a 8 12 15

b ?

The rule above is b= a + a + a. What is the missing number from the box with the question mark? _______

a 3 7 9

b ?

The rule above is b= (a + 5) x 2. What is the missing number from the box with the question mark? ______

a 2 3 4

b ?

The rule above is b= (a + a) x a. What is the missing number from the box with the question mark? ______

Number rules (for e.g. The rule for 2, 4, 6, 8 is to add by 2)

What is the rule for 3, 6, 12, 24, 48, 96, 192?

The rule is to __________ by _______.

What is the rule for 200, 180, 160, 140, 120, 100?

The rule is to __________ by _______.

What is the rule for 1, 10, 100, 1000, 10000, 100000

The rule is to __________ by _______.

What is the rule for 1, 4, 10, 22, 46, 94, 190?

The rule is to __________ by _______.


Missing numbers

Find the answers for:

13 - (8 ÷ 2) =

14 + (3 x 6) =

48 - (4 x 10) =

36 - (24 ÷ 8 ) =

7 x (36 – 29) =

Multiple choice questions - Circle the correct answer

Which shows 11 – 7 x 6

a) 11- 7 x 6

b) 6 x (11 – 7)

c) 6 + (7 – 11)

d) 6 x (7 – 11)

Which shows 3 plus 7, then multiply by 8

a) 8 x (8 – 7)

b) 8 + (3 + 7)

c) 7 + 3 x 8

d) 8 x (3 + 7)

Which shows: 3 multiplied by 6, added to 4 multiplied by 7

a) (3 x 5) + (6 x 7)

b) 3 x 6 x 4 x 7

c) (3 x 6) + (4 x 7)

d) 3 + 4 x (6 x 7)

When 10 is added to a number the answer is the same as 12 + 8. What is the number?

a) 15

b) 10

c) 36

d) 28

When a number is subtracted from 50 the answer is the same as 23 + 7. What is the number?

a) 30

b) 80


c) 10

d) 20

The difference between 35 and 12 is the same as 30 minus a number. What is the number?

a) 7

b) 15

c) 13

d) 9

Science Activity – Appendix 3 - Wednesday

Appendix 3a – Science - Catapult Facts for Kids (https://kids.kiddle.co/Catapult) A catapult is a type of machine used as a weapon to throw rocks or other things such as hot tar, that would cause damage to something else. Often, catapults were set on higher ground or on castle towers to let them shoot farther. They shot rocks to break castle walls, or pitch or hot tar to set the target on fire. Catapults use weights and levers to send the rocks or other things into the air. They do not throw as far as modern weapons do and are not useful in modern warfare. Catapults were common in the past, especially the Middle Ages. Nowadays catapults are used to study old weapons, and as experiments (for example in physics or engineering classes). Some old ones are kept in museums.

Medieval Catapults Castles and fortified walled cities were common during this period – and catapults were used as a key siege weapon against them. As well as attempting to breach the walls, incendiary missiles could be thrown inside—or early biological warfare attempted with diseased carcasses or putrid garbage catapulted over the walls. Defensive techniques in the Middle Ages progressed to a point that rendered catapults ineffective for the most part. The Viking siege of Paris (885–6 A.D.) “saw the employment by both sides of virtually every instrument of siege craft known to the classical world, including a variety of catapults,” to little effect, resulting in failure.

https://kids.kiddle.co/Catapult


Modern use The last large scale military use of catapults was during the trench warfare of World War I. During the early stages of the war, catapults were used to throw hand grenades across no man's land into enemy trenches. They were eventually replaced by small mortars. In the 1840s the invention of vulcanized rubber allowed the making of small hand-held catapults, either improvised from Y-shaped sticks or manufactured for sale; both were popular with children and teenagers. These devices were also known as slingshots in the USA. Special variants called aircraft catapults are used to launch planes from land bases and sea carriers when the takeoff runway is too short for a powered takeoff or simply impractical to extend. Ships also use them to launch torpedoes and deploy bombs against submarines. Small catapults, referred to as "traps", are still widely used to launch clay targets into the air in the sport of clay pigeon shooting. Until recently, catapults were used by thrill-seekers to experience being catapulted through the air. The practice has been discontinued due to fatalities, when the participants failed to land onto the safety net. Pumpkin chunking is another widely popularized use, in which people compete to see who can launch a pumpkin the farthest by mechanical means (although the world record is held by a pneumatic air cannon).

Models In the US, catapults of all types and sizes are being built for school science and history fairs, competitions or as a hobby. Catapult projects can inspire students to study different subjects including physics, engineering, science, math and history.


Appendix 3b – Science - 'Catapult Designs' slides


Thursday

Morning

Task 1 - English – Speaking and Listening Option 1: If you have not finished your Speaking and Listening activity from Tuesday, please continue and complete the task. If you have finished, move to Option 2. Option 2: You will plan and write a 2-minute speech on a different topic. Choose one of the following topics to write and talk about: a) Recess should be longer. b) Homework is good/not good for you. c) The best pet to own is _____ d) It is important to have friends e) The best outdoor activity/sport is _____ f) We should eat less junk food g) Too much time on devices is bad for your health OR a topic of your choice (must be persuasive) When you have chosen your topic you must: a) Write down dot points of your main ideas b) Practise your speech by elaborating on your main ideas. Ensure you have at least 3 reasons to support your opinion/argument. c) Deliver your speech to a family member (or in front of a mirror) focusing on eye contact (not reading your paper) and volume/clarity (how loud and clear did you speak?) d) Write a comment in your book. What did you do well during your speech? What could you have improved? Task 2 – English – Informative Writing In this activity, we are learning to write informative texts that make us sound like the expert. To be successful at this activity you will need to:

• Identify tier two and three language.

• Explain why the writer has chosen to use tier two and three words. Your Task:

• Read the text “What causes Earthquakes?” (see Appendix 1) • On a new page, list tier three words for each paragraph. Then list tier two words. • For five tier 2 words, write at the bottom of the document the tier 1 (spoken equivalent). For example: rupture = break • Explain: why do writers of try to fill informative texts with tier 2 and tier 3 words? Write your answer underneath your list.

Break

Middle

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

• Interpret data on various graphs. • Interpret data on a pie chart as fractions, percentages and whole numbers. • Recognise and find the mean, mode, median and range of numbers.

Go to Appendix 2 and complete the Data question worksheet.


Break

Afternoon

PE – You are a sports coach for an afternoon. In this activity, we are learning to create an indoor exercise routine to fill 15 minutes. To be successful at this activity you will need to:

• combine exercises that can be done without any equipment to form a routine.

• choose exercises that will get your heart rate up. Your Task: It is really important that we exercise to stay healthy and strong. Today you will be a sports coach. As the coach you need to mix different exercises together so that our heart rate increases. We also need to be exercising for a total of 15 minutes. Your exercise program needs to be done inside and not use any equipment. Okay Coach, what could your exercise program look like? An example:

• 30 star jumps, next

• 10 push ups, next

• run on the spot at a fast speed for 2 minutes, next

• 20 sit-ups

• etc etc for 15 minutes. You need to write your 15-minute exercise program into your homework book. Next, you need to ask for volunteers in your family to join you in this exercise activity. They need to share with you how they felt after your 15-minute heart racing program. Write their responses in your book. Enjoy.

English - Appendix 1 – Writing – Thursday

What causes Earthquakes? Earthquakes are events where the ground shakes, sometimes violently. They are a natural part of the environment, but earthquakes can be terrifying and incredibly destructive. Most earthquakes are small although the most powerful tremors can kill thousands of people and flatten and cities in mere minutes. The Earth has four major layers: the inner core, outer core, mantle and crust. The crust and the top of the mantle make up a thin skin on the surface of our planet. The Earth's outer shell is made up of huge slabs of rock called tectonic plates. These plates are constantly moving because they float on a layer of molten rock, called magma. Most of the time, they don't move quickly; geologists estimate the fastest plate might shift 15 centimeters a year. That's about as fast as hair grows. Where two plates meet is called a fault line or plate boundary. As they move, the plates constantly scrape, bump and drag alongside each other. Sometimes, the tectonic plates become locked together and there is a buildup of tension, or pressure, which causes the rock to distort. Eventually, the tension becomes too great and consequently there is a sudden break or rupture at the fault line. This rupture releases energy in the form of powerful vibrations called shockwaves or seismic waves and these are the earthquakes. The point directly above where the two plates collide is called

the epicentre. Energy radiates outward from the epicentre in all directions in the form of seismic waves much like ripples on a pond. The seismic waves shake the crust as they travel through it. This is the

earth quaking, or shaking.


The primary earthquake hazard is surface rupture. The ground can be shaken vertically or horizontally

and can affect large land areas. This shaking in any direction can produce severe damage to structures,

roads, railways and pipelines. Other effects of this shaking include landslides, tsunamis, and liquefaction of the ground. Underwater earthquakes can cause giant waves called tsunamis. Violent shaking of the

seafloor produces waves that spread over the ocean surface in ever-widening circles. In deep water a

tsunami can travel as fast as 800 kilometers per hour. By the time a tsunami reaches shore, it has gained

tremendous size and power, reaching heights as great as 30 meters. Tsunamis can be catastrophic, with the potential to wipe out coastal settlements.

Maths Activity – Appendix 2 - Data - Thursday

Answer the following questions

What are Picture Graphs?

Question 1: Look carefully at this picture graph. It shows how many hamburgers were sold at Tyler’s takeaway last week.

a. If there were 25 hamburgers sold on Monday, what is the key? b. How many hamburgers were sold on Monday and Tuesday? c. How many more hamburgers were sold on Friday than Wednesday? d. How many hamburgers were sold altogether?


Question 2: At the bus terminal buses arrive and depart at regular intervals. This picture graph shows the number of buses that departed the bus terminal in one week. Use the graph and the key to answer the following:

a. On which day did 55 buses depart? ______________

b. Which is the terminal’s busiest day? ______________

c. How many buses depart on this day? ______________

d. How many buses leave on Tuesday? _________________

e. How many more buses depart on Friday than Saturday? _____________

What are Pie Charts?


Question 3: 48 Year 11 students had to choose their major for circus school. The results were: Clowns 16 Stilts 16 Tumbling 8 Juggling 4 Trapeze 4 a. Put a ring around the pie chart which correctly shows this information:

Question 4: 100 people were surveyed about their favourite fast food. This pie chart shows the results of this survey

a. What fraction liked hotdogs? b. What fraction liked burgers? c. What percentage liked fish and chips? d. How many people liked pizzas or kebabs?

What are Line Graphs?


Question 5: The line graph below shows the number of boats sold each week at a boat show over 5 weeks.

a. By the end of which week did the Sydney Boat Show sell 300 boats? b. How many boats did the Sydney Boat Show sell by the end of Week 4? c. Estimate how many boats were sold half way through Week 2? d. What was the difference in the amount of boats sold by the end of Week 5 compared to the end of Week 1? e. How many boats were sold altogether by the end of Week 3?

e.

Travel Graphs

Question 6: This graph shows information about the Martin family’s holiday. They travelled from Sydney to Albury in NSW to stay with relatives for a few days. Study the graph and decide if the following statements are true or false.


Analysing Data Question 7: Find the mean of each set of scores. You may use a calculator if you wish.

Question 8: Find the mode for each set of scores

Question 9: Find the range for each set of numbers:


Question 10: Find the median for each set of numbers:


Friday

Morning

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

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

• Understand a timetable to calculate duration of time and key times in the bus journey.

• make connections between your own knowledge and the information in the text. Go to Appendix 1 and read the text titled “Bus Timetable” Complete the comprehension quiz. Task 2 – English – Informative Writing In this activity, we are learning to listen actively to take notes. To be successful at this activity you will need to:

• Identify and summarise key ideas in a text Your Task

• If you are able to, watch Btn video: https://www.abc.net.au/btn/classroom/nepal-earthquake/10526664 . If not, have someone read the script (Appendix 2) below to you a number of times slowly. • Take notes (write key words only). • Use your notes to write a summary of the news story.

Break

Middle

Mathematics – Multiplication and Division In this activity, we are learning to select and apply appropriate strategies for multiplication and division. To be successful at this activity you will need to:

• use a variety of mental and written strategies to solve a variety of multiplication and division problems • check responses for accuracy

Your Task Complete the 20 questions in the Multiplication and Division Quiz (Appendix 3) and submit it to your teacher.

Break

Afternoon

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

• Identify primary and secondary sources

• Revise/research early exploration of Australia

• Create a timeline Go to Appendix 4 and complete the text titled “History -The Australian Colonies”

https://www.abc.net.au/btn/classroom/nepal-earthquake/10526664


Comprehension Activity – Appendix 1 - Friday Information Text titled “Bus Timetable”


QUIZ

Question 1: How many bus trips from the Oakville Depot to Windsor Station each day? a. Four b. Five c. Seven d. Ten

Question 2: In the table a depot is a place where: a. Shoppers leave their parcels. b. Buses connect with the trains. c. Buses leave for a journey. d. Children have to catch the bus.

Question 3: The last bus service each day leaves: a. Windsor Station at 5:30pm b. Windsor Station at 6:30pm c. Oakville Depot at 4:30pm d. Oakville Depot at 5:30pm

Question 4: The 3:30 bus trip from Oakville Depot to Windsor shops take: a. Twenty-five minutes. b. Fifty-five minutes. c. One hour. d. One hour, twenty-five minutes.

Question 5: The school bus trip from Oakville Primary School to Windsor High School takes: a. Ten minutes b. Twenty minutes c. Forty minutes d. Fifty minutes

Question 6: Which section of the 8:30 trip from Windsor Station is the longest? a. Windsor Station to Windsor High School b. Windsor High School to McGraths Hill c. McGraths Hill to Oakville Primary School d. Oakville Primary School to Eddys Road

Question 7: Which bus service does NOT stop at Windsor Shops? a. 3:30pm service from Windsor b. 3:30pm service from Oakville c. 4:00pm service from Windsor d. 7:30am service from Oakville

Question 8: The school bus trip takes less time than other trips because it: a. Goes faster. b. Is a shorter trip. c. Has less stops to make. d. Only carries school children.

Question 9: If I caught the 4:30pm bus from Windsor Station I’d be at Eddy’s Road: a. At 4:40pm b. At 9:20pm c. At 5:20pm d. At 6:20pm


Question 10: An abstract question – Which word comes next after onion using alphabetical order?

a. Okay b. Oral c. Over d. Oats

English Writing – Btn Script – Appendix 2 - Friday In a matter of seconds, homes, buildings, and roads were turned to rubble. The 7.9 magnitude quake hit these cities in Nepal and caused serious avalanches on the world's highest mountain, Mt Everest. CLIMBER: We had quite a big few, big avalanches coming down over those faces. Quite a bit of rock fall, most of our team is OK. Thousands of people have died, and many have been left homeless. It's the worst earthquake Nepal's experienced in a long time, but it's definitely not the first. Earthquakes are an unfortunate part of life here. To understand why, we to need to know a little bit more about the earth. For starters, it's not just one giant, solid rock. It's made up of different layers. If you go down far enough below the earth's surface, you'll eventually reach red hot, molten rock. The layer we live on floats on top. It's called the crust. The crust is made up of huge blocks of earth called tectonic plates. And this is where earthquakes happen.

MATT HOLBROOK, REPORTER: These pieces roughly represent the tectonic plates that make up the world. It might look a bit like a neat jigsaw puzzle, but in real life, the pieces don't really fit. They're always changing, moving around, and bumping into each other. When that happens, it can create an earthquake.

MATT HOLBROOK, REPORTER: Tectonic plates move at a very slow rate, just a few centimetres every year. Yep, that's even slower than this snail. You'll just have to trust me on that. The thing is, because we're talking about such huge blocks of earth with a heap of pressure behind them, those collisions can cause a lot of damage. Luckily, big earthquakes don't happen very often, but there are millions of tiny ones every year, most so small we never even notice them.

MATT HOLBROOK, REPORTER: The majority happen along the edges of where the tectonic plates meet, like the one Nepal experienced right here. That's why the same places seem to be hit by major earthquakes again and again. Luckily, as you can see, Australia is in the middle of a plate, so we probably don't have to worry too much.

For now, the focus in Nepal is on helping those people who desperately need food, shelter, water and medical treatments. And there's still a lot cleaning up to do. It's going to take some time, but many countries are doing what they can to help Nepal get back on its feet.


Maths Activity – Appendix 3 - Friday


History Activity – Appendix 4 – The Australian Colonies - Friday

A Primary Source is information that was created at the same time as an event or by a person

directly involved in the event.

Diaries, speeches, letters, official records, autobiographies.

A Secondary Source gets its information from somewhere else or by a person not directly

involved in the event.

internet, textbooks, book reports

Question 1: For each of the following mark P if the source is primary of S if the source is

secondary.

a. A magazine article titled ‘Mining in Australia’

b. A chapter in a book you are reading about the Ancient Greeks

c. An original photograph from the 1941 attack at Pearl Harbour that you found in

your grandparents photo album

d. An original WW1 Uniform

e. An article on the internet about Captain Cook

f. A map of China created during the ancient times

g. A manuscript of Barack Obama’s first speech as President

h. An ancient Egyptian Mummy you saw at a museum.


Question 2:

a. What does the term indigenous people mean?

b. Claims to the land by the indigenous people of colonised countries were often

ignored. Was this fair?

c. Even though Captain Cook sighted and met some Aboriginal people, he described

the newly claimed colony of New South Wales as being terra nullius; a land belonging to

nobody. Why do you think this is?

Question 3: View the image ‘The Founding of Australia’

Why do you think there are written captions underneath the image?

Question 4:

a. Why do you think the powerful European nations, such as Spain, France and Britain, colonised

other parts of the world?

b. What do you think was the primary reason Britain chose to colonise Australia?

Question 5: Use the information below to create a timeline of the development of the Australian

Colonies from 1788 to 1900.

1788 - First Fleet landed; 1825 - Van Diemen’s Land Colony declared; 1831- Settlement of

Western Australia; 1836 - South Australia established; 1847- Northern Australia created; 1851 -

Colony of Victoria created; 1859 - Queensland settled; 1861 - South Australia expanded; 1862 -

1863 - borders of NSW, WA and SA were changed; 1901 - Federation.

Sourced: www.Inquisitive.com

harcourt public school stage three (years 5 & 6)...begins to burn the paper. if no cause is...

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