| NSW Department of Education

education.nsw.gov.au

Stage 3 Term 3 – Week 9

Dear Stage 3,

- Welcome to Week 9! Please see below a break down for the week ahead.

- Please have the following resources available for you to use throughout the week: A Laptop or iPad, book/notepad, pencils, textas, rubber, coloured pencils, ruler and paint.

- All attached activities do not need to be printed off. You can just view the resources and then complete the activities/questions in a workbook or in a Google Doc.

- You only need to submit work on your Google Classroom when your teacher asks you to.

- If you have questions about any of the work for the day, the best time to ask questions is during your Zoom Meeting with your teacher each morning. Each morning please read through your work and then bring your questions to your Zoom Meeting.

Please see the weekly timetable below:

Monday Tuesday Wednesday Thursday Friday

Morning session

Begin each day with: Squiz Kids and Personal Novel Study (10 – 15 mins)

Spelling

Comprehension Writing Grammar

Personal Novel study

Writing

Maths Maths Maths Maths Computers

Library

Middle Session

History PROJECT History Science

Maths

Afternoon session

PROJECT Music

Art

PROJECT PROJECT Sport

Google Classroom and Zoom Information:

We will continue to hold 2 Zoom Meetings this week. Please see below the Google Classroom Codes and Zoom Meeting IDs. Please read the following information carefully. The first Zoom session will be used to go through upcoming activities and answer questions. All students are encouraged to attend the first Zoom session to mark rolls and go through the learning intentions for the day. The second Zoom session will be dedicated to students engaging in a Maths Problem solving questions.

Zoom Session 1: 10.45am – 11.15am

Zoom Session 2: 2.35pm – 3.15pm

Just remember, if you find any of the work too hard,

just do your best and you can always check in with

your teacher. Here are some other helpful tips (ask a

brother or sister; ring a friend; Zoom a friend and

complete your work together; take a break and move

onto a different task).

Miss Maginnis, Mr Bryant, Mrs McLaren, Miss Watts,

Mrs Macnaughtan, Miss Steel and Mrs Turnbull

EXTRA FUN ACTIVITIES!!!

- Watch Squiz Kids Each Morning.

- Learn some Yoga poses and help relax and reset your body each day!

- Watch the weekly episode of BTN.

- Check out these Apple Calendar activities!

- Watch the weekly episode of BTN.

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MONDAY

English

Spelling:

Access your spelling sheet (Y5 or Y6), write or type out your words and complete Monday – Fridays activities. Spend 30 minutes completing this activity. If you do not manage to complete all activities today, please complete them as “Fast finisher” activities during the week. Maths – Volume

Instructions:

1. Open slides & read slide 2 2. Complete Activities on slides 3 & 4 using this building digital tool 3. Complete Activity on slide 5 4. Complete Worksheet

Extension: Using the digital building tool create your own shapes, based on objects in your home. How else could you estimate and determine their volumes?

Break- get some fresh air and step away from your school work!

History

History: Research Assessment

Lawmaking in Australia

Today we are completing a research assessment about law making in Australia.

1. Grab your copy of the slideshow ‘Stage 3 History: Research Assessment’ 2. Follow the instructions and record your responses on the slideshow itself. 3. By the end of today’s lesson you will have a deeper understanding of the three levels

of government in Australia and you will be able to name the people who are representing your local area at each of these levels.

Break- get some fresh air and step away from your school work!

School Project

Please find attached a copy of the School Project that you began last week. By now you should have decided on a topic. Plan out what you will complete this week. You will have 4 lessons where you will be able to continue working on your project.

This Project is due in Week 1, Term 4. We would like you to be creative and submit a project that is presented as a poster, book, on paper or as a diorama. Please read the instructions carefully.

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TUESDAY

English

Reading: Comprehension - Interpreting figurative language

Instructions:

1. Open slides and read slides 2 & 3 2. Read the short story and complete activity on slide 4 3. Read the poem and complete activity on slide 5

Extension:

Use the table worksheet to complete activity on slide 6.

Maths - Volume & Capacity

Instructions:

1. Open slides & read slides 2 & 3 2. Read slide 4 & watch videos 1 & 2 3. Complete worksheet

Extension: Create your own experiment to demonstrate how a cube with a side of 10cm will displace 1 litre of water

Break- get some fresh air and step away from your school work!

School Project

Today you will continue to work on your School Project. Ensure you are researching your topic and including relevant information in your project.

Continue to be creative and work on how you will submit your work (a poster, book, on paper or as a diorama.) Please read the above instructions carefully.

Break- get some fresh air and step away from your school work!

Creative and Performing Arts: Music

Music at Home

Please follow the below instructions from Ms Stevens.

1. Go to the Music Google Classroom.

2. Open the classwork tab and there will be a new assignment there for you to complete.

Creative and Performing Arts: Art

Pop Art

Today, we are learning how to paint or draw a Pop Art inspired artwork. You will need pencil, Artline pen, ruler, rubber, coloured pencils and/or textas and paint (optional).

1. Collect your materials (outlined above) and some art

paper.

2. Watch the video. Follow the instructions on the video.

3. Scan, copy or photograph your drawing and choose to

upload it to Google Classroom.

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WEDNESDAY

English

Writing: Research for a news article

1. Open the News Article Sequencing Activity (See Google Classroom) document to refresh your

memory of the structure of a news article. Copy and paste the text next to the matching

heading. Refer to the News Articles PowerPoint to revise the features and structure of a news

article if you need to.

2. Now you will be planning to write your own news article about a chosen natural disaster. Open

the Natural Disaster Inquiry Task to find more information on the task.

3. Choose a natural disaster to research. It’s your job as a journalist to research and write an

article on the disaster.

4. Use an inquiry approach to your research. Write questions that you will need answers to such

as ‘What was the disaster? Where was it? What were the impacts? Who was affected? (Think

of the 5W’s, who, what, when, where and why.)

5. Write your research information in the Research Graphic Organiser in dot point format. As

you're going, analyse the reliability of your sources.

Extension:

If possible, try to find a quote from someone. Write down the quote and reference who said it.

Personal Novel Study

Open your copy of the Personal Novel Study and either continue with a current activity or begin a new one. Remember: each activity will require a different amount of time to complete. Be creative with your responses.

Maths – Volume

1. Read the overview on slide 1. 2. Watch the video on slide 2. 3. Read the task on slide 3. 4. Read the information and watch the video on slide 4. 5. Do the activity on slide 5. Write the reflection on slide 6.

Break- get some fresh air and step away from your school work!

History - Create your own Political Campaign

Over the last 2 weeks of term you are going to develop your ‘political nous’.

What does this mean?

In a nutshell: you are going to develop your political sense and ability by creating a new political party and campaigning to have this party elected to the Federal House of Representatives.

1. Open your copy of the ‘Political Campaign’ slideshow. 2. Carefully read through each slide. 3. Follow the instructions to create your political party name, platform and policy. 4. Use your powers of persuasion to come up with a convincing campaign poster pitched at all

Australians. 5. This project is to be completed entirely offline. 6. You will present your campaign to your class via an afternoon Zoom session in week 10.

Break- get some fresh air and step away from your school work!

School Project

Today you will continue to work on your School Project. Ensure you are researching your topic and including relevant information in your project.

Continue to be creative and work on how you will submit your work (a poster, book, on paper or as a diorama.) Please read the above instructions carefully.

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THURSDAY

English

Grammar:

1. Access your grammar sheet. There is a copy of the Google Doc on your Google Classroom.

2. Read and complete the following activities in your book or in a Google Doc.

3. Spend 30 minutes completing this activity. If you finish the Grammar activities within this time go on and complete the Sentence a Day activities as extension. Personal Novel Study:

1. Begin by reading for 15 – 20 minutes. Enjoy the opportunity to ‘escape’ into another world.

2. Open your copy of the Personal Novel Study and either continue with a current activity or begin a new one. Each activity will require a different amount of time to complete.

Maths – Volume

1. Read slide 1

2. Read slide 2

3. Write your answers on slide 3 (the questions are on slides 4 and 5)

4. Complete the activity on slide 6

5. Complete the reflection on slide 7.

Break- get some fresh air and step away from your school work!

Science - Conductors and Insulators

Some materials let electricity pass through them easily. These materials are known as electrical conductors. Many metals, such as copper, and steel, are good electrical conductors. That is why the parts of electrical objects that need to let electricity pass through are always made of metal.

Some materials do not allow electricity to pass through them. These materials are known as electrical insulators. Plastic, glass, wood, and rubber are good electrical insulators. That is why they are used to cover materials that carry electricity.

- Watch the video. Consider the main ideas introduced.

- Watch the BTN extract on the history of electricity. Which

experiment demonstrated the existence of conductors?

- Then, complete the ‘Conductors and Insulators’ worksheet to

demonstrate your understanding. To test different materials, build a

simple circuit (refer to last week’s lesson) and use possible conductors

instead of a switch. Or use your understanding of insulators/conductors

to complete the activity. Examine the two diagrams for key ideas.

Break- get some fresh air and step away from your school work!

School Project

Today you will continue to work on your School Project. Ensure you are researching your topic and including relevant information in your project.

Continue to be creative and work on how you will submit your work (a poster, book, on paper or as a diorama.) Please read the above instructions carefully.

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FRIDAY

English

Writing: Writing your own news article

1. Last lesson you should have begun gathering research on a natural disaster, to assist you in

writing a news article. Read through your research so it is fresh and add more if necessary.

You will have used the Research Graphic Organiser and the Natural Disaster Inquiry Task.

2. We will now prepare to plan the news article. Begin by opening the News Article Graphic

Organiser.

3. Begin by brainstorming a Headline for your article. You may like to use alliteration, slang or

abbreviations here.

4. Write the Byline by writing the author's name (you are the author).

5. Next you will need a Lead paragraph. Remember to keep this short, but try to mention the 5

W’s (Who, what, when, why and where). As we are just planning today, you may prefer to use

dot points in your graphic organiser.

6. Plan the Body Paragraphs which include further details about the event. You may also

include quotes from primary sources. *Remember, quotes need quotation marks (speech

marks) around what was said. Again, you can use dot points.

7. Plan your conclusion to wrap up your article.

8. Re-read your work to make sure you have everything you need. Next lesson we will write a

published copy.

Extension:

Include URL links to any sources. OR Include an image of the disaster and write a caption below it.

Computers

Please see the below information from Mrs Gartrell and Ms Maddison.

Year 5

- Do your best to finish DQ World. If you are finished, continue practising your typing on Typequick, if you have a subscription, or on a site like Dancemat Typing which provides lesson practice. Do not go on sites like Nitro Type until you are a touch typist.

https://www.dqworld.net/#!/landing

Typequick: https://kbdlessons2.appspot.com/typequick-5.html

Dancemat Typing: Dance Mat Typing - BBC Bitesize

5W: Mrs Gartrell has put your log in code on Google Classroom (Google classroom code if you do not have it; wv3dnnb)

5B and 5M: email Ms Maddison if you have forgotten your login details.

diane.maddison@det.nsw.edu.au

Year 6

eSmart Digital Licence. Aim for 80%+ on each module. Once you have completed all modules, go back and redo any module that has a score less than 100% and aim for this score.

If you are finished, continue practising your typing on Type Quick, if you have an account, and sites like Dancemat Typing which provide lesson practice. Do not go on sites like Nitro Type until you are a touch typist.

Typequick: https://kbdlessons2.appspot.com/typequick-5.html

Dancemat Typing: Dance Mat Typing - BBC Bitesize

Library

- Please find attached a link to the activities from Ms Davis.

- Please follow the instructions and complete this afternoon.

Break- get some fresh air and step away from your school work!

Maths – Finding the Volume of Rectangular Prisms

Use the slides to guide you through the lesson.

1. Explore with the interactive tool found in the above slides

Non Device: Complete worksheet 1

2. Answer questions 1, 2, and 3

3. Find 3 rectangular prisms in your home and calculate the volume.

Extension: Using the grid paper draw as many rectangular prisms as you can which have the same volume but different dimensions.

Break- get some fresh air and step away from your school work!

PDHPE - Sport

It’s time to get creative and play some Mini Golf. Ideally play outside but if it’s raining you can modify and play indoors.

Indoor Mini Golf modifications: Use a smaller softer ball e.g a handball, table tennis ball or rolled up sock. Roll the ball using your hand like they do in lawn bowls. Don’t use or swing a hard bat or stick indoors.

Follow along with a kicking session from Get Active@Home. Alternatively, head outside for a bike ride, bush walk or kick a footy at the oval.

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Volume

What is Volume?

Volume is the amount of space taken up by an object. We use cubic units, such as cubic centimetres (written as cm3), to measure volume.

E.g. We would measure the volume of water in this bottle

Capacity is the amount that a container can hold altogether. We can use a range

of measurements to measure the capacity of liquid, such as litres, millilitres or pints

E.g. We would measure the total amount of water this bottle could hold

In this lesson, we will use centimetre cubes to estimate volume.

Estimating Volume

We can estimate the volume of a cube or cuboid by counting

the centimetre cubes that it is built from. 27 cubes

Activity 1: Use this link to digitally build these shapes. How many cubes did you use to make each shape? The

first one has been done for you

Activity 1: Use this link to digitally build these shapes. How many cubes did you use to make each shape? The

first one has been done for you

We can estimate the volume of a cube or cuboid by counting

the centimetre cubes that it is built from.

Estimating Volume

27cm3

Activity 2: How would we write the volume of each shape in cubic centimetres? The first one has been

done for you

Activity 2: How would we write the volume of each shape in cubic centimetres? The first one has been

done for you

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Estimating VolumeActivity 3:Can you count the cubes to estimate the volume of each shape without building it? Remember to count the cubes that you can’t see. Record their volumes in cubic centimetres

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Volume of Irregular Shapes

What is the volume of each shape below?

= 1 cubic unit

1.

4.

7.

2.

5.

8.

3.

6.

9. 10.

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Levels of GovernmentKey Inquiry Questions:What is Australia’s system of government?

How does it work?

Today we continue our investigation into Australia’s system of government.

We started our journey in Britain

where we watched the early murmurings of democracy with the

signing of the Magna Carta in

1215.

We moved to Australia where a British settlement made up of 6 British colonies had been established.

1901These separate British colonies became one nationwith its own constitution and a system of government.

Fast forward

650 years

Time for a quick quokka recap

I dare you to move to the next slide!

Fast forward a few more

years

After European arrival, laws were passed by the governments in each of the separate colonies.

The Aboriginal and Torres Strait Islander Peoples of Australia had their own form of law, which covered all aspects of their lives; its culture, land and law. Some groups still follow these laws today.

Lawmaking in Australia

After federation in 1901, the colonies became states and the constitution set out the separation of lawmaking powers into 3 levels of government.

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Watch the BTN clip about the 3 superheroes:

Federal Woman State Man Local Boy

Level Federal State Local

Meeting Location:

Areas covered at this level:

Are the laws at this level covered by the Australian

Constitution?

Watch the PEO clip about the 3 levels of government in Australia. Use this information to complete the table below:

Federal State Local

The garbage in your street is collected every week

Hornsby hospital needs more money to upgrade its facilities

The park near your home needs an off leash area for your dog

You are unhappy with how environmental issues are being handled

The Postage Service delivers mail to your home

See if you can work out which level of government is making decisions in regard to each scenario below. Mark ‘X’ in the column.

Some may involve more than one level

Hints

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Answers to previous slide:

How did you go on

the previous page?

Who are your Elected Representatives?

Federal, State and Local elections are held to elect the people who will represent us at the 3 levels of government. Find out the names of your government representatives (add photos too)

TEST: Can your parents name their representatives without looking?

Name Photo

FederalMember of Parliament

StateMember of Parliament

LocalMayorUse these sites to help you:

Federal State Local

Use the information in this section of the PEO page to help you answer the following questions:

1. Where does Federal Parliament meet?

1. What are the names of the two ‘Houses of Parliament’?

1. Who votes for the people who represent Australia in these two houses?

1. Which of these two Houses of Parliament forms the ‘Government of Australia’?

1. What is one of the most important things the Parliament does?

Taking a closer look at Federal Parliament

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6

School Project

Term 3 - Weeks 8, 9 and 10

For the end of term, you are going to complete a project. You can select from one of the topics below:

The Seven Wonders of the World The New Seven Wonders of the World The Countries of South America Woollarawarre Bennalong

Neanderthal Man The Wright Brothers (the history of flight) Madame Curie Mt Everest The Penny-farthing bicycle Landing on the Moon History of Google United Nations Fukushima or Chernobyl The Titanic The Roman Empire

The project is to be completed on paper (or in an exercise book). None of the written work is to be typed and/or printed out. You can either trace or sketch any illustrations or print them if you have access to a printer.

1. Decide your topic; You must choose one of the topics listed above.

2. Think about the best way to present your work;

o Break your work up into sections

o Include margins and headings on each page o Do you need a table of contents and page numbers? o How will you include illustrations and or diagrams?

3. Start to research;

o Remember, always use multiple sources to research. Be mindful of the places you are finding your information. .com (commercial) .org (organization) .gov (government) .net (network) .edu (education) Not everything you read on the internet is true. Sometimes websites will present things in a certain way to suit their interests - this is called bias. You need to be critical of what you read and analyse the information you find carefully.

4. Rewrite the information you find in your own words. You may wish to make a draft copy before copying into your final project pages.

5. Your project must be at least 7 pages long.

6. Your work must be neat and well presented. You can be as creative as you like about the presentation of your project.

7. You must include a bibliography listing the books and or websites you obtained your information or images from.

Your project is due Week 1, Term 4. If we are back at school, you will present your project to the class, giving an overview of your research and sharing your most interesting findings. This will be presented over zoom if we are not yet back at school.

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What are predictions?

Predicting requires the reader to do two things:

1) use clues the author provides in the text

2) use what he/she knows from personal experience or knowledge.

When readers combine these two things, they can make relevant, logical predictions

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Making predictions when reading Think about the

pictures Look carefully for clues in the illustrations

throughout the story.

Think about other stories Compare

this story to others that are similar. What happened in those stories?

Think about the title What is the name or

title of this story? Does this tell you

anything important about what might

happen?

Think about the blurb Search for new ideas in the

blurb on the back cover of the

book

Think about what has already happened Think back to the beginning of the

story. Do you remember anything that might help you

predict what’s coming?

Think about yourself What

would you do if you were in this

situation?

Activity 1: Hello Lighthouse

1. Look at the front and back cover of this book and make predictions about each story element using the making predictions worksheet.

2. Watch this video of Hello Lighthouse being read and see if your predictions were correct.

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Activity 2: Predict what happens next

Challenge:

1. What happens next? How is it resolved

(fixed)?

2. Invent and write your own ending to the

story

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visit twinkl.com.au

Making Predictions: Hello Lighthouse

Story Element What do you think will be in the story?

What evidence from the front and back cover or title will back this up?

Characters

Who do you think the main characters will be?

What role do you think the characters will have?

Setting

Where and when do you think the story will take place?

Introduction

How do you think the story will start?

Climax/Problem

What do you think the problem in the story will be?

Resolution

How do you think the problem will be resolved?

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Volume & CapacityA N D T H E I R U N I T S O F M E A S U R E

Measuring Volume & Capacity

• Volume is the measurement of how much is actually in an object or how much

space an object takes up. Volume is measured in cubic centimetres, metres etc.

(cm3).

• Capacity is the measurement of how much an object can hold. We measure

capacity in milliliters (mL), liters (L), kiloliters (KL).

Measuring volume using displacement

• What is displacement? When an object

enters water, it pushes out water to

make room for itself. The object pushes

out a volume of water that is equal to its

own volume.

• When we measure the volume of an

object using displacement, we measure

the water that has been displaced in

millilitres (mL) or litres (L)

Noticing the relationship between cubic centimeters and litres

1. Watch this video that demonstrates how a cube

with a side of 10cm will displace 1 litre of water.

(ext. can you re-create this experiment at home!)

2. Watch this second video

• Therefore:

1cm3 = 1mL e.g., 80cm3 = 80mL

1000mL = 1L e.g., 80mL = 0.08L

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3 4

Metric/SIUnitConversion

CubicVolumeandLiters1

MathWorksheet1

Copyright©2008-2019DadsWorksheets.com

TheseMathWorksheetsareprovidedforpersonal,homeschoolorclassroomuse.

Solvetheunitconversionproblembycrosscancellingunits.

80cubiccentimeters

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60cubiccentimeters

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40cubiccentimeters

asmilliliters=

20cubiccentimeters

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70milliliters

ascubiccentimeters=

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WRITING A NEWSPAPER ARTICLE

Today we will learn about newspaper articles and their features. Next lesson, you will write your own.

TYPES OF NEWSPAPER ARTICLESMost newspaper articles break down into two categories:

• News articles

• Feature articles

You will also find opinion pieces, like editorials and book and movie reviews. But this lesson deals strictly with news and feature articles.

COMPARING ARTICLES

Here's how you can tell the difference between a news story and a feature story.

•News articles cover the basics of current events. They answer the questions: who, what, where, how, and when?

•Feature articles are longer and more in depth than regular news articles. They cover one subject from multiple angles and are written in a more creative, entertaining format. Although a news story can be creative and entertaining, too. Check out examples on the following slides.

It is important to remember that both news and features demand the same level of research and reporting.

NEWS ARTICLE EXAMPLES

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STRUCTURE & FEATURES

News articles start with a short, punchy, attention-grabbing headline. Headlines often use:

• Alliteration (using the same letter or sound at the beginning. For example, ‘Fed Up with the Festive Food Waste’.

• Abbreviations. For example, ‘NSW Lockdown Continues’

• Slang/casual language:. For example, ‘Maccas Celebrates 50th Birthday’

• Headlines are typically short, partly to keep them punchy, and partly because of a shortage of space.

The Leading paragraph. The first paragraph is called the lead. It is usually short, less than 25

words, and gives an overview of the event or story. The lead will often explain WHO, WHAT,

WHEN, WHERE and WHY (the 5W’s). The reason for this is that when many people read

newspapers, they often only read the first few paragraphs of the story, so journalist try to

present the important information first.

STRUCTURE & FEATURES

The Body paragraphs:

After the leading paragraph, the rest of the article should be written from most to least important

information. You can organise your information according to the inverted pyramid (see following page).

After you’ve listed all the most important facts in your news article, include any additional information that

might help the reader learn more, such as contact information, additional facts about the topic or people

involved, or quotes from interviews. When writing a quote in a newspaper article, always put the attribution

– the ‘he said’ bit – after the quote.

The Byline: Underneath the article is the byline, which includes the name on the journalist who wrote the

article.

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Name: ______________________ Date: _________________

Page 1 of 3

Natural Disasters Inquiry Task

Imagine that you are an investigative newspaper reporter, living in a disaster-prone country.

One day, the unthinkable happens: a terrible natural disaster hits your city, with disastrous

consequences. As a journalist, it is your job to inform the public about this terrible event.

Task:

Choose a major natural disaster that has occurred somewhere in the world during the 20th or

21st century. Research this event and present your findings as a detailed newspaper article.

To complete the first part of this task (researching), you will need to apply an inquiry approach

of gathering information. This involves:

developing questions to research about your earthquake e.g. When and where did the

earthquake occur? How serious was it? How was the city and its population affected?

collecting information about your earthquake from a range of primary and secondary

sources, and recording it (in dot-point form) using the graphic organiser provided

evaluating the usefulness of the information you have collected, and selecting which

information will be included in your newspaper article

communicating your findings, using geographical terminology, appropriate vocabulary

and other visual representations of data e.g. graphs, tables and maps.

To complete the second part of this task (presenting), you will need to have an understanding of

how newspaper articles are structured. This includes:

Headline - a short, attention-getting statement about the event

Byline - the author’s name

Lead Paragraph - contains the main information of the event

Body Paragraphs - contain additional, more detailed information about event

Quotes - personal comments from people affected by the event

Concluding Paragraph - contains a brief summary of the event.

A planning sheet has been provided to help draft your newspaper article.

Name: ______________________ Date: _________________

Page 2 of 3

Research Graphic Organiser

The natural disaster I have chosen is: ______________________________________________

Main Information Additional Information

Quotes List of Sources

Name: ______________________ Date: _________________

Page 3 of 3

Newspaper Article Planning Sheet

Headline:

Byline:

Lead Paragraph:

Body Paragraphs (including quotes):

Conclusion:

Research Graphic Organiser

Name: _______________

The disaster I have chosen is_________________________________________

Main Information (Who, What, Where, When, Why)

Additional Information

Quotes List of Sources

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Roadmap

11

1 3 5

642

Read this overview Read the activity

Complete the activity (read the speaker notes

below the slide for further instructions)

Watch the video. Read the information and watch the video for background knowledge.

Reflection

Mr Archimedes Bath

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Water DisplacementMr Archimedes was learning about water displacement. Your task will be to design the next page in the book that wasn’t included. The page where Mr Archimedes explained to the animals what water displacement meant. BUT FIRST you will need to understand water displacement yourself. Use the following slides to understand volume, capacity and displacement. Then you will be able to design the final page of the book.

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What is Water Displacement? resourcesDefinition

When an object enters water, it pushes out water to make room for itself. The object pushes out a volume of water that is equal to its own volume. This is called displacement.

Why is this a handy piece of information to know?

If you were asked to find the volume of a cube, it would be very simple. Multiply side by side by side (SxSxS or S³).

If you were asked to find the volume of an odd shape, such a tap or a sculpture, how would you calculate it?

Watch this video To see how you can measure volume using its water displacement.

44

SummaryIf you placed a 36cm³ block (for example) into a full cup of water and the block went fully under water, the 36cm³ of water would spill out (except we would convert it to milliliters. 36ml. Or if the cup wasn’t full, the water would rise 36ml.

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Reflection1. How can you measure volume using its water

displacement? (use the word “submerge” for a clear explanation.

2. In what kind of a career might you need to know the volume of an irregular shaped object?

3. If you placed an object that had a volume of 36cm³, would the water level rise 36ml if part of the object floated above the surface? Why/why not?

4. Find a measuring jug, put in some water and take note of the amount. Find a waterproof object that can mostly float, and an object that sinks completely. Place one object in and write about what you observe of the water level and why you think the water level raised as much as it did. Do the same with the other object. Compare the two.

Extension Q: How might density impact water displacement of an object?

Extension video resource for those who are attempting the extension question.

66

Write your responses here:

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Create your own Political Campaign

Mission:

Your final mission in history this term is to create your own political party and campaign to convince the Australian public to vote your party into the Federal House Of Representatives.

To do this, you will need to follow the steps provided in this slideshow.

This task is to be completed entirely in an offline format, preferably cardboard.

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Political Parties

You’ve heard of the Liberal Party, the National Party, the Greens and the Labor Party.

But did you know that there are many lesser known political parties too?

Animal Justice Party

Affordable Housing Party

Better Families Party

Health Australia Party

Transport Matters Party

Shooters, Fishers and Farmers Party

A political party becomes a parliamentary party when it has party members elected to parliament at the federal, state or territory level.

For the remainder of this term you are going to create a political party of your own and, using your skills of persuasion, convince Australian voters to elect you to the House of Representatives at a Federal Level.

The next slide will guide you through this process.

A political party is an organisation that represents a particular group of people or set of ideas.

It aims to have members elected to Parliament so their ideas can affect the way Australia is governed.

Party Platform and Policies

Where to begin?Start by thinking of on important issue that will benefit Australia as a whole. This will help you decide on a name for your political party.

DO NOT make your party about one small issue. Your party needs to speak for important issues that affect most Australians. For example, we will not accept a ‘No Homework Party’ or ‘No School Uniform Party’

Party NameChoose a name for your political party.

Party PlatformWhat are your party’s main beliefs? These need to be clearly stated so people know what your party stands for.

Party PoliciesWhat are 3 actions your party would like to implement on a particular issue once they are elected to parliament?

Steps to help you form your political party.

NOTE: you will need to have your party name, platform and policies checked by your teacher before you can proceed to creating your poster.

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Now you need to convince the people of Australia to vote your party into the Federal House of Representatives.

Then you will become a Parliamentary Party with the power to make change in Australia.

To ensure your success, you must create one campaign display that includes the following:

Your party name Your party platform and policy (see slide 4) A catchy slogan Eye catching visual effects (including:

attention grabbing pictures, colours, symbols, infographics, etc.)

Be sure to engage your powerful persuasive language skills!!

REMEMBER: This is an offline task so a cardboard poster would be best

Your poster will be put on display around the school when we return to the classroom.

CONVINCE AUSTRALIANSto vote for your party

5

Grammar Term 3 Week 9

ClausesA clause is a group of words that contains a verb and its subject (a finite verb). The subjectof a clause may be expressed or understood. In the example, Stand up! the subject you isunderstood - not included in the sentence.

There are two types of clauses.(a) A main clause (independent clause) contains the main thought of the sentence andmakes sense standing alone. Examples: I spoke to the teacher who is our football coach. Thedog that was barking chased me across the lawn.

(b) A subordinate clause (dependent clause) cannot make sense standing on its own. Tomake a sentence, subordinate clauses must be added to a main clause. Examples: I saw thedog when I came home. They went to the shop so they could buy ice-creams. Subordinateclauses add information to a sentence and function in the same way as adjectives, adverbsor nouns. Examples: That’s the house where Susan lives. (adjective) She didn’t want to visitwhere Susan lives. (adverb) I don’t know where Susan lives. (noun)

Sentences are analysed by finding and naming the clauses.(a) Simple sentences consist of one clause. Example: Horses run.(b) Complex sentences have more than one verb and thus have more than one clause. Acomplex sentence has at least one main clause (independent clause) and one or moresubordinate clauses (dependent clauses). Example: When it was hot we went for a swimbecause we wanted to get cool.(c) Compound sentences consist of two or more main clauses (independent clauses) joinedby a conjunction. Example: I washed the dishes and Billy dried them.

Underline the main clause and circle the subordinate clause in each sentence. Hint! Themain clause might be in two parts with the subordinate clause embedded in between.a. The student who stayed away from school was punished.

b. The lady who is in charge of the school spoke to the grade 3 teachers.

c. I broke the bottle that had juice in it.

d. The farm where the grapes are grown belongs to my uncle.

e. The shed that houses the equipment was burnt to the ground.

f. The cupboard that is used to store glasses is made of mahogany.

g. The food that is fit to be eaten is in the refrigerator.

Sentence a Day

An adverbial clause is a complete message or thought, containing a verb or a verbgroup, which provides information which describes the person or thing named.Adverbial clauses can be used to include more information in a sentence and to make itmore interesting. An adverbial clause usually begins with a preposition (e.g. when,while, as, before, although, until, after, since, unless, whenever, where).

Write a sentence using the independent clause below. Remember the adverbial clause youwrite must contain a verb.

David left school early…

_____________________________________________________________________

_____________________________________________________________________

… we were very happy

_____________________________________________________________________

_____________________________________________________________________

The concert was postponed…

_____________________________________________________________________

_____________________________________________________________________

The food may be spoiled…

_____________________________________________________________________

_____________________________________________________________________

… no visitors were allowed._____________________________________________________________________

_____________________________________________________________________

… we went out for recess.

_____________________________________________________________________

_____________________________________________________________________

1/09/2021

1

Roadmap

11

1 3 5

642

Read this overview

Complete the questions practising measuring volume. The questions

are on the following slides.

Complete the at home activity.

Review the steps on slide 2 in preparation

These questions to be answered on slide 3

Reflection

Using Water Displacement to Calculate Volume

22

You can use the water displacement of an object to calculate the volume of the object, regardless of its shape. In order to do this, you simply

1. Fill a measuring jug with water (enough to cover the object).2. Note what the water level before placing the object in.

3. Place the object in and note what the new water level is.4. Calculate the amount of water that has grown by subtracting the initial water level

by the new water level. This means you are finding the difference.

Important: Make sure the object’s unit is written correctly. If you are measuring the volume of a solid object, you use cm³ or m³. 1 millilitre is the equivalent of 1cm³. If 4ml of water is displaced, then the object’s volume is 4cm³

2

Skill Practise

Practise calculating volume using water displacement. Write your answers here, and the questions are on the next slide. The first one has been done for you.

33

1. Water w/o object: 5mlWater w/ object: 6mlDisplacement: 6-5= 1mlVolume: 1cm³

2. Water w/o object:Water w/ object: Displacement: Volume:

3. Water w/o object:Water w/ object: Displacement: Volume:

4. Water w/o object:Water w/ object: Displacement: Volume:

5. Water w/o object:Water w/ object: Displacement: Volume:

6. Water w/o object:Water w/ object: Displacement: Volume:

Important: Make sure the object’s unit is written correctly. If you are measuring the volume of a solid object, you use cm³ or m³. 1 millilitre is the equivalent of 1cm³. If 4ml of water is displaced, then the object’s volume is 4cm³Note there are 1000ml in 1L. 1L= 1000cm³

3

44

2ml

1ml

4.5ml

2ml

4.5ml

1.

1ml

2ml

1ml

4.5ml

2.

2ml

1ml

4.5ml

500ml

250ml

1L

3.

500ml

250ml

1L

500ml

250ml

1L

4.

500ml

250ml

1L

4

1 2

3 4

1/09/2021

2

1ml

0.5ml

2ml

5.

1ml

0.5ml

2ml

1ml

0.5ml

2ml

6.

1ml

0.5ml

2ml

Optional: If you are finding this challenging or would like extra practise, try this worksheet. Add a slide to this slideshow to share your answers.

4

Household Calculations

Find these items from around your house:

1. A measuring jug 2. 2 items that will have the volume at

approximately 100cm³3. 2 items that will have a volume of

approximately 200cm³4. 1 item that will displace 1L of water

Measure each item’s volume by using its water displacement. Write the amount of water it displaced and its volume in cm³. Record observations such as whether part of the item floated and how it impacted measuring its volume.

Record these items below and their volume in the correct units.

66

Item Name Item’s displacement and volume

Observations

5

Reflection1. How do you convert between

ml, L and cm³? Give an example for an object that displaced 5ml.

2. What kind of items around your household would displace 1L?

3. What challenges did you come across when calculating the volume of household items?

4. If you were to calculate the volume of your whole body, how might you do that using its water displacement?

77

Write your responses here:

6

5 6

7

Research Graphic Organiser

Name: _______________

The disaster I have chosen is_________________________________________

Main Information (Who, What, Where, When, Why)

Additional Information

Quotes List of Sources

Name: ______________________ Date: _________________

Page 1 of 3

Natural Disasters Inquiry Task

Imagine that you are an investigative newspaper reporter, living in a disaster-prone country.

One day, the unthinkable happens: a terrible natural disaster hits your city, with disastrous

consequences. As a journalist, it is your job to inform the public about this terrible event.

Task:

Choose a major natural disaster that has occurred somewhere in the world during the 20th or

21st century. Research this event and present your findings as a detailed newspaper article.

To complete the first part of this task (researching), you will need to apply an inquiry approach

of gathering information. This involves:

developing questions to research about your earthquake e.g. When and where did the

earthquake occur? How serious was it? How was the city and its population affected?

collecting information about your earthquake from a range of primary and secondary

sources, and recording it (in dot-point form) using the graphic organiser provided

evaluating the usefulness of the information you have collected, and selecting which

information will be included in your newspaper article

communicating your findings, using geographical terminology, appropriate vocabulary

and other visual representations of data e.g. graphs, tables and maps.

To complete the second part of this task (presenting), you will need to have an understanding of

how newspaper articles are structured. This includes:

Headline - a short, attention-getting statement about the event

Byline - the author’s name

Lead Paragraph - contains the main information of the event

Body Paragraphs - contain additional, more detailed information about event

Quotes - personal comments from people affected by the event

Concluding Paragraph - contains a brief summary of the event.

A planning sheet has been provided to help draft your newspaper article.

Name: ______________________ Date: _________________

Page 2 of 3

Research Graphic Organiser

The natural disaster I have chosen is: ______________________________________________

Main Information Additional Information

Quotes List of Sources

Name: ______________________ Date: _________________

Page 3 of 3

Newspaper Article Planning Sheet

Headline:

Byline:

Lead Paragraph:

Body Paragraphs (including quotes):

Conclusion:

Newspaper Graphic Organiser

Name:____________________________

Headline

Byline

Lead Paragraph

Main Paragraphs (Including Quotes)

Conclusion

Stage 3 – Week 9

Library

Congratulations to all those students who completed the Premier’s Reading Challenge!

Well done! You will be receiving your certificate at the end of the year.

1) Borrowing eBooks from our school library

If you can’t remember how to borrow an eBook from our school library view this video. You may like

to borrow an eBook today.

2) Meet four outstanding Australian authors – Geoffrey McSkimming, Oliver Phomavannh, Deb

Abela and Belinda Murrell

This video was filmed during Book Week. As it is 45 minutes in length you may like to view it in two

parts. After viewing this video, you may like to read a book by one of these authors, so go to our

school’s eBook collection or Hornsby Library’s eBook collection to see what is available.

What is Volume?

Volume refers to the

amount of space an

object takes up.

Volume is measured in

units cubed because it

has three dimensions.

1. Using the interactive tool create a rectangular prism that

has its first layer measuring 3 cubes long by 4 cubes wide.

Suppose this rectangular prism is 2 layers high. How many

cubes make up this prism? Answer on paper or your Maths

slides.

2. Using the interactive tool create a rectangular prism that

has its first layer measuring 5 cubes long by 3 cubes wide.

How many cubes make up this prism if this prism is;

a) 2 layers high?

b) 3 layers high?

c) 10 layers high?

3.How can we work out the number of cubes that fit

inside ANY rectangular prism? Describe your thinking.

Explore this interactive volume tool for a few

minutes. Can you increase and decrease the volume of the

rectangular prism?

Now try these

4. Take a look around your house and find 3

rectangular prisms. Using a ruler or tape

measure, measure the length height and

depth and calculate its total volume.

Take a photograph of the prism and your

calculation.

The Volume of Right Rectangular Prisms with Blocks

Volume:

Volume:

Volume:

Volume:

Volume:

Find the volume of these shapes.

1.

4.3.

2.

5.

1cm4in3cm

1in

2cm

3in

5 units 6 units

5 units

2cm 3cm

2cm

6in 6in

6in

visit twinkl.comPage 1 of 2

Volume:

Volume:

Volume:

Volume:

Volume:

6.

9.

8.

7.

10.

1ft5ft

1ft

9in

1in

3in

4cm

4 units

3cm

1 unit

4cm

3 units

2cm 4cm

2cm

The Volume of Right Rectangular Prisms with Blocks

visit twinkl.comPage 2 of 2

The Volume of Right Rectangular Prisms with Blocks Answers

Volume:

Volume:

Volume:

Volume:

Volume:

1.

4.3.

2.

5.

1cm4in3cm

1in

2cm

3in

5 units 6 units

5 units

2cm 3cm

2cm

6in 6in

6in

6cm3

150 units3

12 inches3

12cm3

216 inches3

visit twinkl.comPage 1 of 2

Volume:

Volume:

Volume:

Volume:

Volume:

6.

9.

8.

7.

10.

1ft5ft

1ft

9in

1in

3in

4cm

4 units

3cm

1 unit

4cm

3 units

2cm 4cm

2cm

The Volume of Right Rectangular Prisms with Blocks Answers

5 feet3

27 inches3

48cm3

16cm3

21 units3

visit twinkl.comPage 2 of 2

NSW School Sport Unit - Get active @ home

Mini golf Activity Individual/partner

• Use your imagination to design a mini golf course.• The aim is to get the "ball" to the "hole" in the least

number of attempts as possible.• The mini golf course can be played outside or in a small

indoor space.• Vary the way you get the "ball" to the "hole" (kick/throw

instead of hitting, flick a coin or roll a marble on a tablefor small spaces).

Safety • Make sure the "holes" are not too close to each other.• Players waiting to hit must be at least 3 metres from the

hitter.

Time: 30 minutes

Equipment • Various objects for the golf club e.g.

bat, racquet, stick.• Various objects for "holes", such as:

o door mat or towelo hoola hoop, string or ropeo buckets, cups, bins or containers.

• Various objects for "balls", such as:o tennnis ball, rubber handballo frisbeeo soccer ball or footballo rolled-up sockso coins or marbles for indoor use.

Activity variations

• Add more obstacles to make the course harder.• If space is restricted, set up shorter "holes" that

only require chipping or short game shots.• Incorporate parts of the natural or built

environment outdoors as obstacles at each"hole".

© 2019 Sport Australia Adapted from Sport Australia, 2019, Playing for life Mini Golf