JPPS Year 5 - Home Learning Stage 3 - Term 2 - Week 2

Times are a

suggestion based on

regular School day

Monday Tuesday Wednesday Thursday Friday

Suggested Times 9:00 Class ZOOM 9:00 Class ZOOM 9:00 Class ZOOM 9:00 Class ZOOM 9:00 Class ZOOM

5M 9:30 Class ZOOM 5M 9:30 Class ZOOM 5M Class ZOOM 9:30 5M Class ZOOM 9:30 5M Class ZOOM 9:30

Morning Session

8:55am - 10:55am

English

Reading, Speaking and

Listening, and Writing

Activity:

WALT: define change as a

concept.

Success Criteria:

- I can define change and

explain how I connect to

the concept

- I can define change in my

own words and justify with

evidence how I connect to

the concept in a variety of

ways

TASK:

a) Create a collage that

represents the concept

*to you. You

can draw, use images

English

Reading, Speaking and

Listening, and Writing

English

Library

Mrs Wilson

https://youtu.be/Ri_0gw

-7YnQ

WALT: recognise a

variety of visual literacy

techniques.

TASK: Listen to the story

at the following link.

Primary Picture Book-

‘The Day We Built the

Bridge’ by written by

Samantha Tidy and

illustrated by Fiona

Burrows.

English

Reading, Speaking and

Listening, and Writing

Activity:

WALT: explain the

purpose of visual

persuasive texts.

Success Criteria:

- I can explain why

persuasive visual

techniques have been

chosen by the composer

- I can explain the effect a

persuasive visual

technique has on the

audience

MODELLED/GUIDED:

in Class Zoom.

Look at the poster below:

English

Reading, Speaking and

Listening, and Writing

Activity:

WALT: analyse the

impact of different

features of a range of

visual persuasive texts.

Success Criteria:

- I can evaluate the

choices the composer

has made

-I can use evidence to

support my reasoning on

a composer’s choices

TASK:

Think about the way

persuasive techniques

were used in the posters

we looked at last lesson.

The composer’s choice

(15 minute Crunch and Activity:

Sip break around WALT: understand the

10:00am) structure of a persuasive

text

Spend 45 to 60

minutes on

English a day

Success Criteria:

- I can recognsie the

structure of a persuasive

text

- I can recall the elements

of a body paragraph in a

persuasive text

- I can identify the features

of an introduction and

conclusion in a persuasive

text

Year 5 Please Note: Students do not have to complete all of the activities. Please complete a minimum of 1 English lesson a day, 3 mathematics lessons a week & 1 other Key Learning Area a week. If you have any concerns completing these tasks please contact your child’s classroom teacher.

from magazines, use

Google Images,

photos, or any other

visual representation

that shows what

*means to you

and visually show how

you connect to the

concept. You can

choose to do this on a

piece of paper OR

create an online collage

using Google Slides**.

Please take a photo of

your collage and

upload it to the

document.

(* This will be revealed

in the DLS posted on

the specific day. We

are wanting to keep

you curious)

(**Please note: if you

choose to use Google

Slides, create collage

on ONE slide ONLY.

Print screen and paste

the image into Google

Docs)

b) After creating the

collage, answer the

following question.

What does *

mean to you? Use

examples from your

IMPORTANT

INFORMATION:

In Stage 3, we are

continuing to learn how to

write a persuasive text

that follows a logical and

cohesive structure. It is

important that we

understand the elements

of each aspect of the

structure so that we can

write quality texts.

The structure we will

follow is:

● Paragraph 1 -

introduction

● Paragraph 2 - body

PEEL paragraph 1

● Paragraph 3 - body

PEEL paragraph 2

● Paragraph 4 - body

PEEL paragraph 3

● Paragraph 5 -

conclusion

Part 1)

Paragraph 1 -

‘Introduction’- watch the

following video. Record 4

main points that you got

from the video.

https://www.youtube.com/

watch?v=4WDclqoGouY

English

Reading, Speaking and

Listening, and Writing

Activity:

WALT: identify and

describe features of a

variety of visual

persuasive texts.

Success Criteria:

- I can identify and

describe high modality

words within a visual text

- I can identify and

describe the key

message being presented

in a visual text

- I can identify and

describe how visual

images support the key

message in a text

TASK 1:

Whole class: Discuss

the persuasive writing

table made in week one

and using image 1 label

the different features.

Students need to say why

it is the feature they have

chosen specifically

identifying high modality

words, the key message

and the images used and

Topics that will be

discussed about the

poster:

- Colours

- Slogan

- Visual imagery

- Is it persuasive?

How?

- How could it be

improved?

INDEPENDENT: Look at

the poster, and think

about the key persuasive

elements.

impacted the way the

audience was affected

by the message of the

poster. Look at the

following posters and

think about the

persuasive techniques

they have used and how

persuasive they are.

collage to support your

response. This

response should be at

least ONE paragraph.

Part 2)

Paragraph 2, 3 and 4 -

‘Body Paragraphs’ -

Please read through the

powerpoint attached and

complete the activity on

slide 9. Please complete

your response to the

activity in the Record here

section of your DLS.

https://drive.google.com/a/

education.nsw.gov.au/file/

d/1k3TJm77bu0khFyMhG

ONli5Y3LPt-jtE1/view?usp

=sharing

Part 3)

Paragraph 5 - ‘Conclusion’

- A concluding paragraph

follows the structure of:

1.Re-state your

position/side of the

argument

2. Re-list your three

reasons

3. Final concluding,

powerful statement or

rhetorical questions

TASK:

A concluding paragraph

has been written below.

Using the same colours as

each part above, colour

the paragraph (highlight,

underline or change the

how it is supporting the

message.

TASK 2:

Small Groups:

Using image 2 and 3

break students up into

groups of 2 or 3 they will

work together or alone to

analyse the text and

highlight the different

persuasive features.

Whole Class or

Independant: Present

their findings to the class

and explain what they

have found and what

persuasive feature it is.

Or share this on your

google classroom

Home Learning: Read

over the sample poster

where key persuasive

writing features have

been identified. Then

using this as a guide label

and highlighting the same

key features of

persuasive writing in

Image 2. You should be

able to tell me if there is a

high modality word, what

In the table below, identify

the persuasive techniques

you observe, explain the

effect on the audience,

and explain the reason the

composer may have

chosen this technique. A

table is provided in Daily

Learning Schedule.

Put the posters in order

of least persuasive to

most persuasive. This is

your own opinion, so you

can put them however

you'd like based on your

opinion and personal

response to them.

Once you have put the

posters in order you

must justify your choices

by writing a paragraph

Year 5 Spelling Activity colour of the text) to suit

each section. For

example, if you read a

sentence that is listing the

three reasons then you

would highlight it blue like

this.

In summary, the

government must choose

to cease spending

extraordinary amounts of

money on needless space

travel. This is because it is

dangerous for those that

venture into space, there

is a greater need for the

funds to be spent on the

health of everyday citizens

and the uncertainty of

after-effects of space

travel. How many more

innocent lives need to be

lost before we start

prioritising quality of life on

Earth over that on Mars?

If you feel that you need

additional help with these

concepts, please view

these video resources

below.

Watch the following

youtube clips outlining the

structure of a persuasive

text.

the poster's main

message is and the

effects of benefits of the

image. Repeat this again

for image 3.

Image 1

Image 2

Image 3

response to each poster.

You are responding to

the question: How

effective is this text in

persuading the

audience?

In your response you

must evaluate the

choices made by the

composer and use

evidence to support your

answers.

Spelling Activity

WALT: create texts using

familiar and unfamiliar

words.

Success Criteria:

- I can omit words from

sentences and help

others select the correct

missing words.

TASK:

Rewrite the sentences

you wrote yesterday but

leave out the word from

your spelling list. Show a

family member your

spelling list and cloze

text. Ask them to fill in

the missing words. Make

sure you help them if

they are stuck.

1. finally

2. neither

3. otherwise

4. consequently

5. previously

6. humorous

7. glamorous

8. vigorous

9. odorous

10. rigorous

11. final

12. consequence

13. previous

14. glamour

15. humour

16. nautical

17. astronaut

18. juggernaut

19. nausea

20. aeronaut

WALT: build my vocabulary

skills.

Success Criteria:

- I can write questions that

match the meaning of my

spelling words

TASK:

Select 6 - 8 words that you

find challenging. Write

these words down on a

piece of paper. Now make

up questions that could

have one of these words

as the answer, for example

What do diamonds make

you think of? (answer -

luxury). Show a family

member your 6 - 8 words

and questions. Ask them to

match the words to the

correct questions.

Remember to help them if

they need help.

Introduction -

https://www.youtube.co

m/watch?v=1O2FjJ4EoIg

PEEL Paragraph -

https://www.youtube.co

m/watch?v=g1tZ3uiOa_

A

Conclusion -

https://www.youtube.co

m/watch?v=TY5GLGeOF

s8&list=PLTCzXKdxBpD

D2Pap27TZUudIHGE5rg

wSi&index=6

Please note images will

be larger on DLS

Spelling Activity:

WALT: use familiar and

unfamiliar words in texts.

Success Criteria:

-I can use my spelling

words to create

interesting sentences.

TASK:

Select 6 - 8 words from

your spelling list and write

funny (silly but not rude)

sentences using these

words.

Break

Have something to eat and get outside to do some physical activity

Suggested Times Mathematics

Multiplication

Post-Assessment: Please

complete independently to

the best of your ability.

https://forms.gle/kmVY7C1

3ELqToYAN7

Mathematics

Area

WALT: recognise, choose

and convert appropriate

units of measurement for

an area.

Success Criteria:

- I can identify situations

where square metre,

square kilometre and

hectare should be used

- I can use abbreviations

such as m2 , km2 and ha

- I can convert between

square metres and

hectares.

TASK:

Discussed in morning

Class Zoom

Read the following website

and write a definition for:

- square metre

- square kilometre

- hectare

Mathematics Mathematics

WALT: record areas

using

km2 and ha

Success criteria:

- I can draw areas that

show square kilometres

and hectares

- I can convert between

square kilometres to

hectares

TASK:

Create a range of

rectangles to scale (using

1cm = 10m) that have a

variety of areas larger

than 1ha. Show your

working out. Show your

answer in ha and

km2 . Read below to

convert from ha to square

kilometres. An example

has been done for you.

Example:

Mathematics

WALT: calculate area

using hectares and square

kilometres

Success Criteria:

- I can calculate area

using the formula

(Area=Length x Width)

- I can use the diagram to

show how to divide up the

remainder of the land into

20 blocks of 5 hectares.

TASK:

PART 1)

Calculate the area of the

following rectangles:

Convert the Areas above

from km2 to ha.

Remember 100 ha =

1km2. Show all of your

working out.

PART 2)

Answer the following

question:

Mathematics

WALT: solve problems

using hectares

Success Criteria:

- I can calculate areas

using the formula (A= l x

w)

- I can convert square

metres to hectares

TASK:

Draw the following

quadrilaterals and

calculate the area, in

hectares with

measurements of

a) 150 m x 300 m

b) 250 m x 550 m

c) 160 m x 230 m

d) 450 m x 620 m

Assessment:

https://forms.gle/rQzhNZ

Z5EeV2VY8E7

Mathletics - Complete

scheduled tasks

WALT: determine the

Middle Session dimensions of rectangles

with an area equivalent to

11:15am - 12:35pm 1 ha.

Success Criteria:

- I can identify that ONE

Spend 30 to 45

minutes on

hectare is equivalent to

10,000m2

Mathematics a day. - I can calculate and draw

a variety of scaled rectangles that are equivalent to 1ha - I can use the formula for area

: Area = Length x Width

IMPORTANT:

Remember Area of a rectangle equals length

multiplied by width.

TASK:

How many different rectangles can you create that have an area of 1ha? Prove it. Draw all of your rectangles with a ruler

AND show ALL of your

working out, including your

measurements.

Hint- use 100

m2

https://www.mathsisfun.co Extension - use decimals EXTENSION: Find the Don’t forget to use

Newman’s Prompts when

solving word problems.

A copy of Newman’s

Prompts will be available

on the Daily Learning

Schedule.

(A larger image will be

provided in Daily Learning

Schedule).

Problem Solving Task:

The Browns want to keep

50 hectares where the

house is and another 100

hectares along the back

boundary of the farm.

Draw a diagram, including

all measurements, to

show how they could

subdivide the remainder

into 20 blocks of 5

hectares. Use a scale of

1cm = 100m.

Mathletics - Complete

scheduled tasks

m/measure/metric-area.ht when calculating your perimeter of the following.

ml formulae Convert

m2 measurements into

Record the unit of

measurement

m2 , km2 or ha you would

Mathletics - Complete

scheduled tasks

ha and then square

kilometres.

use for each area. Put your 1. 300m2 by 10m2

answer in the box below 2. 500m2 by 250m2

the image. Create your 3. 400m2 by 200m2

own examples underneath.

There is space for you.

(Table provided on DLS)

Mathletics - Complete

scheduled tasks

Converting between

square metres and

hectares

1ha is equal to 10,000 m2 .

(1ha = 10,000 m2 )

Converting from ha to m2 -

This means that if you

have 5 ha and you want to

calculate how many square

metres that is you

MULTIPLY by 10,000.

So, 5 x 10,000 = 50,000 m2

Converting from m2 to ha -

If you have 50,000 m2 and

you want to know how

many ha that is, you

DIVIDE by 10,000.

So, 50,000 ÷ 10,000 = 5.

Solve the following

questions:

Convert to ha ( ÷ 10, 000 ):

1) 30,000m2

2) 45,000m2

3) 12,000m2

4) 980,000 m2

5) 1,200,000 m2

Convert m2 (x 10,000):

1. 2ha 2.

6.5ha

3. 14ha

4. 36ha

5. 248ha

5.

Record Here:

REFLECTION:

Why is it necessary that we

have more than one unit of

measurement to measure

area? Justify your

response with examples.

Record Here:

EXTENSION: Solve the

following questions. You

need to figure out if you

need to times or divide to

correctly convert the

measurement.

1. I have 4ha of land what is

this measurement in

m2?

2. My backyard is 40, 000

m2 convert this to ha.

Mathletics - Complete

scheduled tasks

Break

Have something to eat and get outside to do some physical activity

Suggested Times 15 minutes reading for

pleasure

PDHPE

Drug Education

What are the rules for taking medicines?

WALT: Understand and Apply the rules around medicine.

S.C.:

I can identify where medicines are obtained

state clearly the procedures for taking medicines safely

appreciate the need for responsible behaviour

TASKS:

1. What is medicine?

Write a definition for medicine. Look it up in an online or printed dictionary.

2. Write a list of the medicines you know and identify where they are obtained.

3. Choose a medicine and write:

a) What it is and what it is used for.

b) How it should be taken for how to correctly use this medicine.

c) safety precautions

15 minutes reading for 15 minutes reading for

pleasure

HSIE

History

WALT: explain the

importance of suffrage in

Australia’s history as a

nation

Success Criteria

- I can explain the term

‘suffrage’

- I can describe events of

the time that contributed

to the suffrage movement

in Australia

- I can explain the

importance of Vida

Goldstein in the suffrage

movement

TASK:

Use the attached source

booklet (located on

Google Classroom) to

discover more about

Australia’s suffrage

movement and about

Vida Goldstein. Use the

sources to answer the

included questions of

historical inquiry.

15 minutes reading for

pleasure

CREATIVE ARTS

Dance

WALT: understand the

element of time in dance

Success Criteria:

- I can identify time in a

dance

- I can describe how time

can be used effectively in

a dance

- I can justify my ideas

with evidence from a

video

TASK:

Warm up - Just Dance

https://www.youtube.com/

watch?v=gCzgc_RelBA

Today’s focus is on TIME

in dance.

Question: What do you

think TIME might mean in

a dance?

Watch the following video:

https://www.youtube.com/

watch?v=UGuD9Geeb2k&

15 minutes reading for

pleasure

PDHPE

Active Lifestyle

15 minutes reading for

pleasure

PDHPE

Active Lifestyle

Cricket at home skills

WALT: participate in a

variety of movement

skills.

Success Criteria

- I can complete the

following movement

skills.

TASK 1:

“Howzat Handball”

(Spend 15 minutes on

this game).

Play this activity with

another player.

Equipment needed:

Tennis ball/handball,

chalk.

Important information:

Bend with your knees

pleasure

Afternoon Session

1:25pm to 2:55pm HSIE

History

WALT: explain Australia’s

move from separate

Spend 60 to 90

minutes on other Key

colonies to a federated

nation

Learning Areas, such

as HSIE, PDHPE and Success Criteria

Creative Arts a day.

- I can identify the colonies

of pre-Federation Australia

- I can explain the reasons

for Federation in Australia

- I can create a timeline to

detail historical events

TASK 1:

On the attached blank

map of Australia, write

down the names of

colonies, their key cities,

and when they were

established.

TASK 2:

Go to the following

website and watch the

video:

https://peo.gov.au/unders

tand-our-parliament/histo

For Example:

a) Nurofen is used to relieve headaches, muscle pain, cold or flu symptoms.

b) A trusted adult will administer this medication (Parent or Guardian).

Tablet Nurofen is to be used for ages 12 and up.

It must be taken with food. 5. Swallow 2 tablets with a glass of juice, milk or water. c) Store the remaining medicine in a safe place away from children’s reach.

ry-of-parliament/federatio REFLECTION: Why was

the suffrage movement

an important part of

Australia’s early history?

list=PLo37KcR7RVzdgILG

RH2CPWWWd66Y5EKWj

Reread your first answer -

is it similar to the video? If

not, write the new

information from the video

below.

QUESTION: Why is timing

so important in a dance?

What would ‘bad timing’

look like?

Watch the following

videos, and consider the

following ideas as you

watch them:

- Where do you see

‘time’ in the

dance?

- Where do you see

‘Space’ in the

dance?

- Which dance do

you prefer, and

WHY?

Please answer each

question with full

sentences. Question 3

should use evidence from

the dance.

and ensure players have

enough room to move

around safely.

1. On a safe

paved/concrete

area, draw a line

that splits into

two halves of a

court.

2. Game is played

by hitting the ball

with one bounce

by hand - over

the line into the

other half of the

court and the ball

being hit back.

after one bounce.

3. You can create a

scoring system

between

yourselves and

award points

accordingly.

4. The player with

the highest

number of points

at the end of the

game wins.

Examples of

points could

include ball

bounces twice

before being hit.

n/australias-federation/

Then read the information

on the webpage.

Create a timeline detailing

the events in Australia’s

history from 1770-1901

including the arrival of

the First Fleet and the

establishment of the

colonies.

REFLECTION: Why was it

important for Australia to

Federate?

Video 1: SELF REFLECTION

TIME:

https://www.youtube.com/

watch?v=1rxtqTXBZKo

Video 2:

https://www.youtube.com/

watch?v=kd6MhrWybeo

Record your responses

and please ensure you

answer each question

with full sentences:

How does this skill relate

back to cricket?

What skills are you

developing?

TASK 2

Chinese WALT: Show appreciation

and respect for Chinese

cultural values and

practices.

Success Criteria:

- I can wish my mum

Happy Mother’s Day in

Mandarin. I can enjoy

paper cutting as a

traditional Chinese artwork.

: “Bowling

Battleships”.

(Spend 15 minutes on

this game)

Equipment needed:

Tennis ball/handball,

plastic water bottles, a

medium sized bin, plastic

clothes basket, plastic

buckets.

Important information:

Ensure all equipment is

not breakable.

TASKS:

1. Click on link to learn to

say Happy Mother’s

Day in Mandarin

https://www.youtube.co

m/watch?v=lBm3Pqr-p

R0

Ideally, play this with

another player.

1. Set up all the

targets within a

grassed or

concrete area

that is safe.

2. Activity: Follow paper

cutting tutorial

https://www.youtube.com/w

atch?v=UkTV6enoXUY

Paste paper cutting on a

card for Mother’s Day.

Wish your mum Happy

Mother’s Day in Mandarin.

2. Select the

bowling position

for both players,

making sure they

are the same

distance from the

targets.

3. Bowl the ball at

the items (the

“battleships”).

4. If you hit a

“battleship”,

collect it, the

bowler with the

greatest number

of battleships is

the winner.

SELF REFLECTION

TIME:

Record your responses

and please ensure you

answer each question

with full sentences.

How can you make your

bowling more accurate?

Explain the difference

between throwing and

bowling.

How does this activity

relate back to cricket?

PE

AIMING & THROWING

WALT: consider the best

technique for distance and

speed when we throw.

Success Criteria:

- I can use my arms and

hands to aim and throw an

object with increasing

accuracy at a target

Warm up

Exercises at home for kids:

https://www.youtube.com/w

atch?v=aHVR2FnTpdk

Aim and throw:

https://www.youtube.com/w

atch?v=kwyPDzDRCSA

Obstacle throw:

1. Create 3 targets

that you can safely

throw a soft object

towards.

2. Choose a ‘starting

point’ where you

will throw the object

from. Place each

target at different

distances from the

’starting point’.

3. Choose or create at

least one object

that will act as an

obstacle. The

obstacle needs to

be placed between

the ’starting point’

and the target.

Your obstacle course

may look like this:

Discuss with a friend or

family member:

1. Which type of throw do

you plan to use? Why?

2. Record how many

throws were needed to

hit the target.

3. Students repeat the

challenge 5 times for

each of the 3 targets.

Discuss with a friend or

family member:

a) How did you refine your

throwing for each

target?

Cool down

3 different arm stretches

on (both sides) held for 10

seconds each.