Home Learning Program - Stage 3 - Term 2, Week 3/4, Tuesday May 19th

Dear Parents/Carers, This is our first set for Phase One of the Managed Return to School. All Stage 3 students are rostered to attend school face to face on Wednesday 13 May and will complete the Wednesday work at school. During Phase One our work pack weeks will begin on Wednesdays and end the following Tuesday.

Feedback Tasks - You will notice a feedback icon next to some work tasks. These are the tasks that teachers will be providing feedback on, all other tasks will be reviewed only.

Recommended Daily Activities When Learning From Home Work Packs: Complete the daily scheduled activities in your preferred mode e.g. digitally through Google Classroom or in hard-copy. Reading: Read for 20-30 minutes every day. Sit and look at story books and magazines. Check in with your child and ask them questions about their reading and parts that stood out to them. Log this reading as home reading as per normal procedures. Physical Activity: Children are asked to do at least 20 minutes of physical activity daily and this will be scheduled in the weekly program. Extra movement could include guided dance from YouTube, running around, throwing a ball or jumping on the trampoline, playing basketball, etc. NOTE: Please remember to limit screen time sessions to 30 minutes and then encourage your child to get up and do some movement. Google Classroom: This is where teachers will assign individual tasks to students. Students can submit work to teachers and receive feedback online. Important links may be posted here in order for ease of access. Please log in each day and check-in with your teacher even if you are completing a hard copy of the program.

If you have any questions, please contact your child’s teacher via email or through Google Classroom..

From the Stage 3 Team

Home Learning Program - Stage 3 - Term 2, Week 3/4, Due Tuesday May 19th

Recommended time allocation per subject per week.

English - 3.75 - 5 hours

Mathematics - 2.5 - 3.75 hours Other KLA’s - 5 - 7.5 hours (PDHPE, science and technology, history and creative arts)

Wednesday 13/5 Thursday 14/5 Friday 15/5 Monday 18/5 Tuesday 19/5

Morning Reading Each activity should take approximately 15-20 minutes. We are learning to identify literary devices used by authors to show a character’s point of view and create empathy in the reader. Activity: Understanding and Point of View Read this week’s text ‘She came in a Shoebox’ using your Fix Up strategies. If you need help, read along with the recording on Slide 2 or read with an adult, older sibling or carer. Locate the slide/page with the title ‘English: Learning Processes and complete the learning activities. You will need a copy of the text ‘She came in a Shoebox’ which is included in your pack or in today’s links. Grammar & Punctuation We are learning to identify main clauses and subordinate clauses in

Writing

We are learning to write a description of a real person Describing your Mum Using the knowledge you have gained over the two weeks about describing a scene or character. You are to complete the activity ‘My mum - descriptive writing’. Make sure to take your time with this by writing a draft and then editing it before writing on your good copy. Spelling We are learning about words that contain the graphemes: l, ll Activity Choose your favourite spelling word and complete the word of the day slide. Use your code to access Sound Waves online and practise Unit 14 through games. Feel free to access the Black Line masters for

Reading: We are learning to increase our reading fluency to support comprehension by completing repeated readings of a text. Activity: Fluency Locate the slide/page with the title ‘English: Fluency and complete the learning activities. You will need a timer. We are learning to support comprehension by reading and identifying unknown words using ‘unknown word strategies’ and dictionaries. Activity: Vocabulary Locate the slide/page with the title ‘English: Vocabulary and complete the learning activities. You will need a copy of the text ‘She came in a Shoebox’ which is included in your pack or in today’s links. Grammar & Punctuation We are learning that there are a variety of ways to make plural words.

Writing We are learning to be descriptive in our writing. We are learning to do this by using our senses to write about a real life event. Activity: Gross me out! Think about a REAL LIFE gross event that has happened to you. It must be real and cannot be about anyone at school. Use the 5senses graphic organiser to write down your ideas before writing your paragraph on the slide or descriptive writing sheet. Once you have your ideas down, write a paragraph describing what this event was like using your 5 senses.What did it: Look like Sound like Smell like How did it feel Taste like or how you think it would taste. You need to think about your word choice carefully to ensure you are using each of your senses. If you are able to gross your teacher out, that means your writing is on track to being super descriptive! Spelling

Reading Each activity should take approximately 15-20 minutes. We are learning to identify and answer different types of comprehension questions using the 4H Strategy. Activity: Answering Comprehension Questions Locate the slide/page with the title ‘Comprehension skills in practice’ and complete the learning activities. You will need a copy of the text ‘She Came in a Shoebox’ which is included in your pack or in today’s links. You will also need to complete the Google Form Comprehension Activity which you will find in a separate assignment in this week’s assignment list or printed in your home pack. Grammar and Punctuation We are continuing to reinforce our understanding of the placement of singular and plural possessive apostrophes. Activity Read the information about singular and plural possessive apostrophes in your home pack

sentences. Activity Read the information explaining clauses on the worksheets or slides and complete the activities.

further practice.

Activity Read the information about plural nouns in your home pack or in your slides, and complete the activities.

We are learning about words that contain the graphemes:

Activity Choose ten words from the unit 15 soundwaves spelling list or extension list for your grade. You should choose words that challenge you but are achievable for you to learn in a week. (The lists are on the slides or in your home pack.) Write or type your 10 words in 3 different ways for example: rainbow writing, use different fonts, write vowels in red, alphabetical order, shortest to longest.

Use your code to access Sound Waves online and practise Unit 15 through games. Feel free to access the Black Line masters for further practice.

Complete the scrabble activity.

or slides, and complete the activities. Visual Arts We have been studying Democracy. What does democracy say to you? Activity Follow the instructions on the worksheet/attachment ‘Democracy artwork’

Break Break Break Break Break Break Middle Middle Continued

Maths We are learning to plot and label points, using coordinates, in all four quadrants of the number plane (Cartesian plane). Warm Up: When plotting points on a Cartesian plane, which axis should you go along first? (Hint: crawl before

Maths

We are learning to measure and calculate the volume of prisms. Warm up: Find one small prism in your home. Measure

Maths We are learning to determine the number of faces, edges and vertices of 3D objects by creating prisms and pyramids using a variety of materials. Warm up: Walk around your house or classroom. Find 3

Maths We are learning to represent 3D objects through drawing. Warm up: Walk around your house or classroom. See if you can find an object that could be classified as a pyramid. Activity: With the help of the models you created yesterday, draw the

MathsBurst STEM - Lesson 1 We are learning about the role of an architect. Warm up: Answer the following questions on your slide/worksheet. You may need to discuss the questions with an adult or do some research. What is an architect?

you climb) Activity: Complete the ‘Ordered Pairs’ activity sheet. Science We are learning about changed states of matter Watch the video https://www.youtube.com/watch?v=vNvElea-124 there is a recap of states of matter; solid, liquid and gas. The second part of the video discusses what happens when these states of matter are heated and cooled. Activity Create an eye-catching poster explaining what the changes of matter are and how this happens. Use words, pictures and diagrams. If at home, colour the poster ‘changing states of matter’ National Reconciliation Week activity (This is to be completed with your stage 2 buddy class teacher) We are learning about Reconciliation and what this means to me Activity Brainstorm: Watch the video ‘The story of the healing foundation’https://www.youtube.com/watch?v=zDN7R6qRpUg Then have a class discussion about Reconciliation and what this means to each student. Write all ideas on a large piece of paper. Writing: Complete the

the length, breadth and height of the prism using a ruler. Calculate the volume of the prism. Activity: Using the ‘volume of prisms scavenger hunt’’ sheet, calculate the volumes of the different prisms in the tables.

objects that could be classified as a prism. Write down the names of these objects in a slide or on paper. Activity: Construct a model of the shapes given in the ‘3D Shapes’ document and fill out the table (including a picture of your model). Use toothpicks and bluetack (other options could be: straws, modelling clay, raisins) to build your shapes.

following 3D shapes: - Cube - Rectangular pyramid - Hexagonal prism - Triangular prism - Triangular pyramid If you are working online use the link below. If working offline find the ‘Isometric Dot Paper’ in your pack. https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Isometric-Drawing-Tool/ History We are learning about the reasons people migrate to Australia and the benefits of living in Australia. Activity Create a poster or slide presentation advertising the benefits of living in Australia.

What do you know about building a house? Why are architects critical to the process? What role does local council play in building regulations? Activity: Draw a 2D plan of your house focusing on the location of the rooms. Use the House Plan worksheet. If you are working online, draw your plan on a piece of paper and upload a photo to the slide. Reflection: Answer the following questions on the slide/worksheet. Write at least 2 challenges you faced when drawing the plan. What specific skills do you think are used to complete this 2D representation of a house? (list at least 2)

National Reconciliation Week sheet or slide which talks about this year's theme ‘In this together’. Art: Complete the artwork as a class. If at home, complete the reconciliation home colour in sheet.

Break Break Break Break Break Break Afternoon PE

See Ms Hays’ Classroom

PD See Ms Hays’ Classroom

HISTORY

We are investigating famous people who have migrated to Australia. Activity Choose a person from the list on the slide or choose another famous person that you have an interest in. Conduct research on your famous person. Write 5 facts about your person.

MUSIC See Miss Harrison’s Classroom

Catch-up time

 Stage 3 Home Reading – Week 3  Read for 20 minutes at least 5 nights this week.  Date  Title  Parents’ 

Signature Comments 

       

       

       

       

       

       

       

  Activity- Summarising   Write a short paragraph summarising something that             your read this week. Remember to use your own                 words, include only the main facts and sequence               the events in order  __________________________________________________  __________________________________________________  __________________________________________________  _____________________________________________________________________________________  _____________________________________________________________________________________  _____________________________________________________________________________________  Teacher Comment    

She Came in a Shoebox story by Jane Jolly , illustrated by Anna Bron

Saigon 1975

It was the end of the Vietnam War, and the Communists were fast approaching Saigon.

In an orphanage in the city, Operation Babylift was beginning.

‘We must evacuate the babies,’ ordered the matron. ‘Everyone needs to be out tonight. Children, babies, the

lot.’

Rosie shuddered. She had come from Australia a year ago to help out at the orphanage. But now the war was too

close. The air was acrid with the smell of smoke and gunpowder. The sky over the orphanage was lit by the bright

trailing flares of rockets, and in the distance the thud, thud, thud of explosions drummed warningly. The war was

marching closer and closer to Saigon.

Rosie picked up baby Mai and quickly wrapped her in a blanket. Underneath the blanket Rosie stuffed a soft toy.

Mai’s eyes followed Rosie’s every move. ‘Come, little one. We’re going on a big adventure,’ said Rosie.

‘Quick! There’s no time to lose. This may be the last flight out,’ urged the matron. Everyone ran frantically from

the orphanage. As Rosie ran, she carried Mai firmly in her arms. Mai whimpered as she was juggled up and down.

‘Hush, little one,’ soothed Rosie, smothering her in kisses.

Buses were lined up outside. Overhead the dark shadows of helicopters fell like blankets across the ground. Their

ominous drones drowned out the frightened calls of the women.

‘Here, take this one!’

‘Don’t drop her!’

‘Hold this bottle.’

Rosie passed baby Mai to a woman on the bus. ‘Careful,’ she called and then jumped aboard. The door slammed

shut after her and the bus took off in a cloud of desperation. Rosie breathed a sigh of relief and rocked Mai

soothingly in her arms. Mai’s big brown eyes stared trustingly at Rosie. But then the bus’s engine died. Everyone

froze. The driver turned the engine over and over again until finally it started with a splutter. Whispered prayers

of thanks floated to the heavens.

Mai gurgled happily as Rosie sang softly to her. Sweat ran down Rosie’s face and arms as the bus made its way

through the steamy streets of Saigon. Through the window she could smell the sickeningly sweet mix of

gunpowder and frangipanis.

Again the bus stopped. A frantic woman pulled on the door and thrust a baby into one of the women’s arms.

‘Take my baby!’ she begged and shut the door.

The dat-dat-dat of distant machine guns resonated in Rosie’s ears.

The bus drove on, tooting its horn and dodging in and out of traffic like a rat in a maze.

At the airport it was chaotic. Hundreds of planes were lined up, wing to wing. The bus pulled up and the smell of

aviation fuel filled Rosie’s nose. The heat rising from the tarmac was suffocating. Everyone ran, ducking rocket

fire, towards the plane. Rosie held Mai tightly to her chest. Mai kicked and tried to free her arms. ‘Come on, little

lotus bud, nearly there,’ comforted Rosie.

Soldiers helped to load the babies onto the plane. Rosie carried Mai up the stairs, and once safely in the cabin

she placed Mai carefully into a shoebox next to dozens of others. Mai reached up and Rosie kissed her fingers.

‘Safe now, little Mai,’ she said.

Children were strapped into seats, and babies were calmed with bottles. The engines whirred and the plane

taxied down the runway. With a thrust of its engines it took off; the cabin fell silent. Everyone held their breath.

A baby whimpered. A nurse gently shooshed it. Then, like an ark of hope, the plane rose into the air. The spell

was broken. Children laughed and chattered to one another. Cabin crew moved through the plane, talking to the

children and keeping them entertained.

Baby Mai fell fast asleep. Rosie sat back and shut her eyes. What would the future bring for this daughter of war?

She knew that Mai was too young to remember this night. Rosie dangled her hand in the cardboard box, and

Mai’s tiny fingers clenched hers. ‘May the wings of love carry you,’ she whispered to her.

Later, in a far-off land, the plane landed. Autumn winds blew gently bringing the smell of eucalyptus. Wide-eyed

children stepped down and out of the plane.

Rosie carried the box with Mai in it. Her tiny eyes opened briefly and squinted in the sunlight. Her small fist clung

fiercely to the soft toy, which Rosie had grabbed in the confusion of the escape. A smudge of gunpowder soot

streaked Mai’s face.

Rosie’s heart missed a beat as she kissed Mai tenderly. She nuzzled her, locking away the smell of her milky baby

breath forever. ‘Good luck, lotus bud,’ she said. Then she passed her, in the shoebox, to a new life.

1985 Australia

Mai stood at the front of her class. In her hands was a battered cardboard box.

‘This is what I travelled in when I came from Vietnam,’ she began her Harmony Day talk.

The class sat. Silent. Engrossed.

‘I came to Australia on a plane at the end of the Vietnam War with lots of other babies and kids. And then I was

adopted by mum and dad. They kept this shoebox to remind me of my trip. I am Australian now, but one day I

am going to go back to Vietnam to try to find my relatives.’

Ordered Pairs

What point is located at each ordered pair?

1 . (5 ,8) ______ 2 . (12,2) ______ 3 . (8 ,7) ______

4 . (12,10) ______ 5 . (7 ,7) ______ 6 . (0,10) ______

Write the ordered pair for each given point.

. 7 N ____________ 8 . L ____________ 9 . J ____________

10 . A ____________ 11 . B ____________ 12 . E ____________

Plot the following points on the coordinate grid.

13 . S (6,11) 14. T (3,5) 15 . U (9,12)

gas

liquid

solid

States of MatterChanging the State of Matter by Changing the Temperature

condensation

vapo

risa

tion

mel

ting

freezing

de

po

sition

sub

lim

ati

on

variable shape, variable volume, constant mass

variable shape, constant volume, constant mass

constant shape, constant volume, constant mass

National Reconciliation Week (NRW) is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how 

each of us can contribute to achieving reconciliation in Australia. 

IN THIS TOGETHER  NRW2020 

I am sorry for:-    Reconciliation is:-    Being ‘In This Together’ means:-     

 

My Mum – d e s c r ip t iv e w r it in g Dr a w a p ic t u r e o f yo u r m u m o r s o m e o n e w h o is im p o r t a n t t o yo u in t h e b o x o n t h e f o llo w in g p a g e . Yo u c o u ld a ls o a d d a n yt h in g s h e like s in h e r e a s w e ll. Wr it e a d e s c r ip t io n o f t h is p e r s o n yo u h a v e c h o s e n . Th in k a b o u t :

● Wh a t s h e lo o ks like ● w h a t h e r p e r s o n a lit y is like ● w h a t c h a r a c t e r is t ic s a n d m a n n e r is m s s h e h a s ● w h a t is n o t ic e a b le a b o u t h e r

Remember to: ● plan and construct a piece of descriptive writing. Write a

draft before completing the next page. Edit this draft to ensure all mistakes and spelling are fix ed. You might need some help from an adult. If you would like this to be a surprise, get someone other than your mum to proofread your draft copy.

● use powerful adjectives to describe your mum or the important person if your life

● spell familiar words correc tly, proofread and edit where needed

● use the strategies you learnt in Tuesday’s lesson about describing a character to guide your writing

You may use this adjective word bank to help with your writing: Try and come up with some yourself as well Make sure to g ive this beautiful writing you have completed to her on the day with lots of cuddles and love.

Kind, loving, funny, caring, inspiring, thoughtful, brave, wise, patient, trustworthy, understanding, fun, hardworking, silly

My Mum

Tit le : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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SpellingYear 5 Soundwaves list l for lizard & ll in bell

Year 5 extension soundwaves list l for lizard ll in bell

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SpellingYear 6 Soundwaves List.

Year 6 soundwaves extension list

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Insert Text Here

Insert Text Here

Insert Text Here

Insert Text Here

Insert Text Here Insert Text Here

Insert Text Here

Stage 3 Mathematics Snapshot: Term 2, Week 3

Instructions: Use this sheet as a reference when completing your daily maths activities. If an activity is too hard or too easy, try to think of ways you could adjust the activity so that it is a meaningful learning experience for you. If you need help, ask your teacher.

Wednesday Thursday Friday

I am learning to… plot and label points, given coordinates, in all four quadrants of the number plane (Cartesian plane).

I am learning to… measure and calculate the volume of prisms.

I need to know… The ‘coordinates of a point' refers to the ordered pair (x, y) describing the horizontal position x first, followed by the vertical position y. When locating and plotting ordered pairs, the horizontal axis always comes first. Example: On the cartesian plane to the right, the green dot’s ordered pair is (3,2). From 0 (known as the origin), we’ve moved right along the x-axis to the 3 and up the y-axis to the 2.

I need to know… The volume of a prism is calculated by multiplying length by breadth by height. Volume = length x breadth x height

Extension: A Cartesian Puzzle https://nrich.maths.org/1110 Extension: Making boxes https://nrich.maths.org/89

Vocabulary: number plane, cartesian plane, horizontal axis (x-axis), vertical axis (y-axis), coordinates, ordered pairs, point, plot, grid, quadrant, intersect

Vocabulary: volume, capacity, length, breadth, height

Stage 3 Mathematics Snapshot: Term 2, Week 4

Monday

I am learning to… ● determine the number of faces, edges and vertices of a 3D object ● create prisms and pyramids using a variety of materials ● represent 3D objects through drawing

I need to know… A prism is a solid object with:

● identical ends ● flat faces ● the same cross section along its length ● Examples of prisms that you may see in the house are: loaves of

bread, blocks of cheese, bricks

I need to know… A pyramid is a solid object with:

● a polygon (2D shape with straight sides) as a base ● edges that start at the vertices (corners) of the base and join at the

apex (highest point) ● Pyramids are named after the shape of their base, e.g. square

pyramid, triangular pyramid

Extension: Which Face? https://nrich.maths.org/13670 Vocabulary: prism, pyramid, three-dimensional, shape, faces, vertices, edges, cross-section

Volume of Prisms Scavenger Hunt

Instructions: Find 5 rectangular prisms around your house. Use a ruler to measure the length, width and height of each prism (in cm). Then use the formula Volume = length x height x width to calculate the volume of each prism in cubic centimetres (cm3). Refer to the Maths Snapshot sheet for help. If you cannot find 5 prisms, imagine rectangular or square prisms you may have seen before (e.g. cereal box, shoe box, biscuit tin, books, desktop, house brick) and guess their length, width and height to calculate their volume.

Object Length Width Height Volume

e.g. matchbox 5cm 3cm 1cm 5 x 3 x 1 = 15cm3

Grammar Weeks 3-4 Lesson 3 We are learning that there are a variety of ways to make plural words.

Rules for Plural Nouns Most nouns add s to form plural

Nouns that end with sh, ch, x, z¸or s add es Nouns ending with vowel + y, add s

Nouns end with consonant + y, change y to i and add esNouns that end with f or fe, change g or fe to ves

Nouns end with vowel + o, add s Nouns end with consonant + o, add es

Complete the worksheet below. Use a dictionary to ensure you have the correct spelling.

Singular Plural 1. person

2. cherry

3. cactuses or cacti

4. Industry

5. sheep

6. scarves

7. Woman

8. Vertebra

9. parentheses

10. Calf

3D Shapes Upload a picture of your model. Identify what the shape is. Determine how many faces, vertices and edges it has.

View of Shape My Model Name of Shape Faces Vertices Edges

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History FridayLearning Intention: We are investigating famous people who have migrated to Australia.

1. Choose a person from the list below or choose another famous person ( who has migrated

to Australia) that you have an interest in.

*An Do ( comedian/Author/Artist) *Tan Le ( entrepreneur) * Dr Karl Kruszelnicki Scientist * Cate and BronteCampbell ( Swimmers) * Aliir Aliir ( AFL) * Guy Sebastian ( Singer) * Najeeba Wazefadost ( Human Rights)

1. Conduct research on your famous person.

2. Write 5 facts about your person on the next slide.

Friday

Name of famous person:

Write five factual sentences about your chosen famous Australian.

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History Wednesday

Extra space

Name: __________________________ Date: ________________________

5 Senses Graphic Organizer!

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• __________________________________________

• __________________________________________

• __________________________________________

• __________________________________________

• __________________________________________

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Choose ten words from the unit 15 soundwaves spelling lists for your grade. You should choose words that challenge you but are achievable for you to learn in a week.

Write your words 3 different ways examples are: rainbow writing, use different fonts, write vowels in red, alphabetical order, shortest to longest.

Spelling Activity

SpellingYear 5 Soundwaves list

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Year 5 extension soundwaves list

Spelling

Year 6 Soundwaves List.

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Year 6 soundwaves extension list

Write or type spelling words here.

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Extra space for spelling

spelling 1+2+1+1+1+1+1+2 10

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Insert Text Here

Insert Text Here

Insert Text Here

Insert Text Here

Insert Text Here Insert Text Here

Insert Text Here

Isometric Dot Paper

Copyright ©TEST WorksheetWorks.com

Monday HistoryLearning intention:We are learning about the reasons people migrate to Australia and the benefits of living in Australia.

Activity:Create a poster or slide show presentation advertising the benefits of living in Australia.

Poster or slideshow planning pagePlan here

Slide 1Here

Slide 2here

Slide 3Here

Grammar Weeks 3-4 Lesson 4 Students will continue to reinforce their understanding of the placement of singular and plural possessive apostrophes. Complete the worksheet below.

For Questions 1-5, circle the singular possessive to describe the underlined words in each sentence.

1. The islanders’ boats were long, slender rowboats.singular possessive plural possessive

2. That boat’s markings are different from the others.singular possessive plural possessive

3. All the other boats’ paintings are similar.singular possessive plural possessive

4. A man’s voice calls to the oarsman.singular possessive plural possessive

5. The oarsmen’s response comes back loud and strong.singular possessive plural possessive

For Questions 6-10, write the plural possessive form for each phrase.

Singular possessive Plural possessive 6. man’s oars7. island’s shore8. person’s net9. tribe’s custom10. wave’s crest

We have been studying Democracy. What does democracy say to you?

List some key words here eg vote, fair …………………………………………………………. On a piece of A4 paper design a superhero in the form of a man or a woman, and call him/her Democroman or Democrowoman. Using your keywords, place them around your figure to create a list of superpowers that your person ‘fights’ for, and add them creatively to your picture. (I have provided an example of how Batman and his strengths are displayed in word sounds in the form of KAPOW! CRUNCH.)

Google some templates or copy from the designs below. Be creative. Have some fun. Create a crazy superhero or a real one, just use your imagination.

MathsBurst STEM - Lesson 1 - WARM UP Answer the following questions. You may need to discuss the questions with an adult or do some research. 1. What is an architect? 2. What do you know about building a house? 3. Why are architects critical to the process? 4. What role does local council play in building regulations?

MathsBurst STEM - Lesson 1 - ACTIVITY

Draw a 2D plan of your house focusing on the location of the rooms.

MathsBurst STEM - Lesson 1 - REFLECTION

Answer the following questions on the slide/worksheet. 1. Write at least 2 challenges you faced when drawing the plan. 2. What specific skills do you think are used to complete this 2D representation of a house? (list at least 2)