Year 3 Term 2, Week 3

Monday: Facts and Opinions

Pick an animal you already know information about.

Draw a picture of this animal in the middle of the box.

Write down 3 - 4 facts about the animal and 3 - 4 opinions you have about this animal. You can do more than 4 if you’d like to!

Write these facts around your drawing (facts on one side, opinions on the other side). For example: Fact: A crocodile is a reptile.

Opinion: Crocodiles are the best animals. Make sure you write down the name of your animal.

Facts Opinions

Independent Reading DAY 1

20 minutes of independent reading Title of book:

Strategy and Activity: Visualising

Good readers visualise or imagine a picture or movie of the text in their minds as they read Imagine a scene from the part of the book you just read. Draw a picture of the scene here.

DAY 2 20 minutes of independent reading

Title of book:

Strategy and Activity: Questioning Good readers ask themselves questions about what they have read. Write three questions about what you just read. It could be a question for a character, the author or something you wonder about the story or text. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

Monday: SKIM READING

Watch the video about Skim reading. See the link in your overview. What have you learnt about skim reading?

Monday: HOW TO WASH AN ELEPHANT

1. Why doesn’t Zach’s mum help him with his homework?

___________________________________ ___________________________________________________________________________________

2. Write an adjective to describe each character. Zach _____________________________ Georgia __________________________

Mum ____________________________ Dad ____________________________ The cat _________________________

3. What caused the big problem? _______________________________________________________________________________________ _______________________________________________________________________________________

4. What is funny about the ending of the story? _______________________________________________________________________________________ _______________________________________________________________________________________

5. What do you think these words from the story mean? lustrous _________________________________________________________________________ agitator _________________________________________________________________________ smug ___________________________________________________________________________

6. On your own paper, visualise and draw a picture of how Zach thinks you can wash an elephant.

Tuesday- Writing dot points into full sentences

Can you answer these questions? This is your warm up to remind you of your prior learning. You might like to say your answers out aloud to yourself or to a parent/carer/teacher.

● What is a fact? Give an example of a fact

● What is an opinion? Give an example of an opinion

● Which of these would you find in an informative text and why?

Today you are going to learn how to turn facts written as dot points into full sentences. This is an

important part of planning and writing information reports because we need to write our information into

full sentences and paragraphs.

Look at the Fact File about Sharks . The facts about sharks have been sorted into different categories :

We are going to use the dot points from the fact file and turn them into full sentences. The changes have been underlined.

Classification 1. Sharks are a type of fish. 2. There are over 450 species of sharks on the planet. 3. Most sharks live for approximately 20-30 years in the wild.

Turn over the page and read the Fact File about Elephants. Use the dot points in each category to write full sentences onto the page Writing Sentences From Dot Points If you finish quickly, research additional facts about elephants and add them to your fact file!

COUNTDOWN

acts‘Our Brush Turkey’ is made up, but it also contains a lot of information about brush turkeys. Find ten facts about brush turkeys as you read through the text. Number them in the right hand column, from most important to least important.

Fact Order

Now sequence these notes in order to write a factual paragraph about brush turkeys. You can add in extra details if you want to.

SERIES TOPIC

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Multiplication and Division

a

Out of 9 strawberries, how many groups are there if there are 3 in each group?

c

Out of 36 fish, how many groups are there if there are 6 in each group?

b

Out of 16 paper clips, how many groups are there if there are 4 in each group?

d

Out of 24 flowers, how many groups are there if there are 4 in each group?

2

3

Division is also when we make equal groups.Here are 10 candy apples. How many bags do we need if we put 2 in each bag?

If we circle 2 candy apples in each group, we can make 5 groups. So, we need 5 bags.

Division – sharing and grouping

Circle equal groups in each picture and write how many are in each share:

Draw a picture to show 7 groups with 5 in each share.

How many in total?

SERIES TOPIC

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Multiplication and Division

1

2

Write the division facts using the division symbol for each picture:

a 10 divided by 5

÷ =

b 18 divided by 3

÷ =

c 24 divided by 4

÷ =

Solve each of these division problems:

a Share 15 lollies between 3 bowls. How many lollies are in each bowl?

÷ =

b Share 20 oranges between 5 baskets. How many are in each basket?

÷ =

c Out of a pile of 36 coloured pencils, 6 go into each pot. How many pots are needed?

÷ =

This is a division symbol ÷So instead of saying ‘Share 12 tennis balls fairly between 2 tennis players. How many balls do they each get?’

We can write: 12 ÷ 2 = 6

This says 12 divided by 2 is 6. It means that there are 2 groups of 6.

Division – the division symbol

Week 3 Tuesday Science: NON-CONTACT FORCES, page 1.

Place a pencil on the table in front of you. Do not touch or blow on the pencil. Do not touch the table.

Make a PREDICTION about the force that is being applied to this pencil by answering these questions:

1. What force DO YOU THINK is keeping the pencil on the table?

2. Is this a push or pull force?

Read the below information and highlight the main ideas.

Week 3 Tuesday Science: NON-CONTACT FORCES, page 2.

Watch the 4 videos (links in the Overview).

Revisit the pencil on the table from earlier.

REVIEW your prediction about the force that is being applied to this pencil:

1. What force DO YOU THINK is keeping the pencil on the table?

2. Is this a push or pull force?

Make a list of how you could get the pencil to move onto the floor.

Choose one way and then draw and label a picture explaining the forces that acted upon the pencil.

CREATE A POSTER

Create a poster to show your understanding of non-contact forces. NOTE: You will need to have watched the videos to complete this activity. Your poster MUST include the following 3 things:

1. The different types of non-contact forces, 2. DRAW and LABEL everyday examples for each type of non-contact force, and, 3. ARROWS showing the direction of the force.

Please send your teacher an image of your poster.

Wednesday - Constructing a Paragraph Watch the Paragraph Structure for Information Reports video on YouTube. https://www.youtube.com/watch?v=MPGhEJicbC4 Make sure you read the text on the screen as it appears. After watching, answer the following questions: (you may share your thoughts with yourself, a parent/carer/teacher.) ● What is a topic sentence?

● What is the purpose of a topic sentence within an informative paragraph?

● Why are paragraphs so important when writing informative texts?

To write an informative paragraph, you need to follow these steps.

- Introduce the subject using a clear topic sentence.

-State facts about the subject in a logical order.

-Describe the subject using appropriate technical vocabulary. Eg these words are specific to the

topic

- Conclude with a statement about the subject

When writing an informative paragraph, it is important to focus on one aspect of the subject. When you

are ready to move on to another aspect of the subject, it is time to begin a new paragraph. Look at an

example below on Sharks.

Sharks

Just about any animal in the ocean can be a meal to a shark. Almost all sharks are carnivores or meat eaters.

Sharks live on a diet of fish and sea mammals (like dolphins and seals) and even such prey as turtles and

seagulls. They prey on the weakest animals and often approach its prey from below and behind, so it is less

visible to its victim. As you can see, sharks eat a variety of foods.

NOTE: The technical language is underlined.

Topic sentence introducing the subject Just about any animal in the ocean can be a meal to a shark.

Facts about the subject in logical order Almost all sharks are carnivores or meat eaters. Sharks live on a

diet of fish and sea mammals (like dolphins and seals) and even

such prey as turtles and seagulls. They prey on the weakest animals

and often approach its prey from below and behind, so it is less

visible to its victim.

Concluding statement about the subject

As you can see, sharks eat a variety of foods.

Wednesday - Constructing a Paragraph

Using the Writing Sentences From Dot Points sheet from Tuesday about elephants, choose one

category e.g. the size or appearance of elephants.

Using the ‘Informative Paragraph Planning Template Worksheet’ Wednesday plan an informative

paragraph about the category you have picked.

Try and use appropriate language features, such as subject-specific vocabulary and include

descriptive language (adjectives, adverbs) to improve the paragraph.

Hint 1- When writing your topic sentence you will need to use your own words to introduce your topic.

Hint 2- The dot points from the Elephants worksheet would be your facts

Hint 3- When writing your concluding statement you will need to use your own words to conclude your

paragraph.

When you have finished, carefully edit your work.

Check for:

- Capital letters (to start a new sentence, names of animals)

- Full stops in the right places

- Could I correct any spelling mistakes?

- Does it make sense? Have you left out any words?

Fast Finisher: Once you have carefully edited your work, rewrite your paragraph onto the lined paper in the

booklet.

Fast Finishers: Information Report: Constructing Paragraphs

Wednesday Paragraph 1- ____________

Thursday Paragraph 2- ______________

Spelling Week 3

ow can make the sound ‘ow’ as in ‘cow’ ow can make the sound ‘ow’ as in ‘rainbow’

Words Day 1 Day 2 Day 3

crow

know

blowing

tomorrow

narrow

rainbow

downpour

gown

now

powder

vowel

crown

frowning

Use this table for your ‘Look, Cover, Say, Write, Check’ Do this over 3 separate days. Fast Finishers- Can you think of other words that have ‘ow’ and make either of these sounds?

Write them on a separate piece of paper!

DAY 3 20 minutes of independent reading

Title of book:

Strategy and Activity: Monitoring Good readers think about whether they understand what they have read. Answer these questions about the reading you just did. What new words did I come across? List them. ________________________________________________ _______________________________________________________________________________________ What ‘Super Reading Strategy’ did I use the most? Circle the one you used the most. Predicting Connecting Summarising Visualising Questioning Monitoring Inferring Was there something I wasn’t sure about? A word? A sentence? An idea? Do you understand it now? Explain it. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

DAY 4 20 minutes of independent reading

Title of book:

Strategy and Activity: Predicting Good readers make guesses about what they expect to read next. They use clues in the text to help them guess. What do you think will happen next in the story? What clues help you to make this prediction? Write 1 -2 predictions. State WHAT you think and WHY you think this. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ _____________________________________________________________________________________________________

COUNTDOWN

Compare How do gorillas compare to their

fellow primates, chimpanzees?

Use the ‘By Gum, It's a Mystery!’ article and any information you can find about primates in books and on the internet, to complete the Venn Diagram. In the left circle, list characteristics of gorillas. In

the right circle, list characteristics of chimpanzees. Where the circles overlap, list characteristic shared

by gorillas and chimpanzees.

Both

SERIES TOPIC

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Multiplication and Division

Describe each of these arrays using one multiplication and one division fact:

This time, you are given part of the array. Complete the array and then write one multiplication and one division fact that matches:

a × =

÷ =

b × =

÷ =

c × =

÷ =

2

Knowing multiplication facts will help with division facts.

6 × 4 = 24 6 rows of 4 is 24.

24 ÷ 4 = 6 24 divided into 4 shares is 6.

Division – linking multiplication and division facts

a × 4 = 12

12 ÷ 4 =

c × 4 = 16

16 ÷ 4 =

b × 5 = 30

30 ÷ 5 =

1

Skipping Week 3

Well done on completing Week 2 skills. If you have not completed those skills, please continue to practice these skills until you have completed them. I have added some more skills for week 3 for you now to complete. You should have a log book and tick off skills you have done so far. Try to do them as a double bounce, single bounce and continuously before you tick off completed. Basic

Backwards Skipping (basic and double bounce)

1. Rope starts at the front of your toes. 2. Rotate rope over your head and time your jump

Tips: When the rope hits the ground behind your legs, jump! Wrists move in clockwise rotation.

Advance

Squat Jump 1. Perform Basic Jump 2. Squat down for next jump with your arms slightly raised 3. Return to upright straddle position after jump.

Tips: A shorter rope can make this easier. More basic jumps between each squat jump.

Can Can 1. Jump on your right foot and lift your left knee up. 2. Jump on your right foot and touch left toe on the ground next to right foot 3. Jump on right foot and kick left foot high 4. Do the same on the opposite leg

Tips: Practice without the rope first and kick/lift legs and knee above waist. Cues: Knee, jump, kick, jump

Difficult

Double Swing with Double Under

1. Swing rope to your left side 2. Swing rope to your right side 3. Open the rope and do a double under 4. Repeat the process

Tips: Fast wrist action to do double under.

Below are some more activities to do while you are at home and some challenges to complete as well. PE with Joe: https://www.youtube.com/watch?v=3Z05939ZMbE Cosmic Yoga: (Star Wars) https://www.youtube.com/watch?v=coC0eUSm-pc Go Noodle: (Get your body moving) https://www.youtube.com/watch?v=fpD9kRyBn8o GetActive@Home: Complete Activities in workbook

Year 3 Healthy Eating

Introduce the Australian Guide to Healthy Eating poster (see attached)

1. What can you see? _________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do they think is the purpose of the Australian Guide to Healthy Eating circle? _________________________________________________________________________________________________________________________________________________________________________________________________________

Each of the sections of the circle are the Five Food Groups. We need to eat food from each food group everyday to be healthy. Explain why we need to eat more from some food groups and less from others? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Explore the Australian Guide to Healthy Eating website pages, in particular the Five Food Groups section. https://www.eatforhealth.gov.au/food-essentials/five-food-groups Task 2: Design a poster to encourage the school community to eat one of the food groups. Students can use the Australian Guide to Healthy Eating website or any of it’s downloaded resources for information. The poster should include a catchy phrase, slogan or a food joke to promote it. You can do this on paper, google docs or what material you have at home. Take a photo and send it through to school.

Thursday : Writing a paragraph

Today you are going to write another informative paragraph about elephants.

Using the Writing Sentences From Dot Points sheet from Tuesday about elephants choose a different

category e.g. diet or habitat.

Like yesterday, use the ‘Informative Paragraph Planning Template Worksheet’ Thursday to write

an informative paragraph about the next category you have picked.

Try and use appropriate language features, such as subject-specific vocabulary and include

descriptive language (adjectives, adverbs) to improve the paragraph.

When you have finished, carefully edit your work.

Check for:

- Capital letters (to start a new sentence, names of animals)

- Full stops in the right places

- Could I correct any spelling mistakes?

- Does it make sense? Have you left out any words?

Fast Finisher: Once you have carefully edited your work, rewrite your paragraph onto the lined paper in the

booklet.

SPELLING - THURSDAY 1.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________3.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9._______________________________________________________________________________________________________________________________________________________________________________________________________10._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DRAGAN

VISUALISE this scene and draw a picture of it.

SERIES TOPIC

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Multiplication and Division

What to do

Mystery numbers solve

Read the clues to find out the mystery number:

I am a multiple of 6.

I am also a multiple of 4.

I am greater than 10, but less than 20.

I am greater than 5 × 6.

I am less than 40.

I am a square number.

I am smaller than 6 × 7.

I am bigger than 6 squared.

The sum of my digits is 12.

When I am multiplied by a die number, I make 20.

I am less than 5.

I am bigger than 7 × 9.

I am less than 7 × 11.

I am divisible by 10.

I am a factor of 48.

I am bigger than 4 squared.

I am smaller than 5 squared.

Name :

Teacher : Date :

Score :

Math-Aids.Com

Word ProblemsWord Problems

1 ) Fred has 42 blue balloons. He wants to give his six friends the same

number of blue balloons, how many will each friend get ? _____________

2 ) A restaurant sold 49 cakes last week.

How many cakes on average were sold each day ? _____________

3 ) Sally, Sam, and Jessica have 21 crayons all together.

If the crayons are equally divided, how many will each person get ? _____________

4 ) There were a total of 21 basketball games during the three month season.

If the games are equally divided, how many basketball games are played a month ? _____________

5 ) Benny goes out to lunch with Jessica and Fred. The total bill came to 21 dollars.

They decided to equally split up the bill, how much will each person have to pay ? _____________

6 ) Nancy has 70 cents in her bank.

How many dimes does Nancy have ? _____________

7 ) Dan was at the beach for five days and found 28 seashells.

He plans to give all of his seashells equally to his four friends.

How many seashells will each friend get ? _____________

8 ) Alyssa goes fishing with Keith. They catch 14 trout.

If they equally split up the trout, how may will each one get ? _____________

9 ) Sally worked 35 hours in the last five days. Assuming that she worked the

same amount of hours each day, how long did she work each day ? _____________

10 ) Dan has 35 dollars in five dollar bills. How many five dollars bills does

he have ? _____________

History - Lesson 2 - Life on Board the Prison Hulks in London Thursday

Read the information in the boxes. You may like to highlight or underline the important facts.

A tough life

The living quarters were very bad. The hulks were cramped and the prisoners slept in fetters (leg irons). The prisoners had to live on one deck that was barely high enough to let a man stand up. Attempts by any prisoners to file away or knock off the chains around their waists and ankles led to floggings, or solitary confinement in tiny cells with names like the 'Black Hole'.

The convicts were confined in these overcrowded, filthy, stinking, floating dungeons. The hulks were filled with rats and lice. There was no clean water to wash in and there were not enough bathrooms. The hulks were in a terrible condition, some leaked and the rain often came in and saturated the prisoners, their clothes and their bedding.

Appalling conditions

Conditions on board the floating gaols were appalling. The hulks were filthy and disease spread quickly. A lot of prisoners caught ‘gaol fever’ - they suffered high fevers, headaches and rashes. Prisoners also became very sick because the water was contaminated.

At first, patients, whatever their state of health, lay on the bare, cold, dirty floor. Later they were given straw mattresses and their heavy leg irons were removed.

The diseases caused many convicts to die - nearly 2000 out of almost 6000 convicts serving their sentence on board the hulks died.

History - Lesson 2 - Life on Board the Prison Hulks in London Thursday

Food on the hulks

The quality of the prisoners' food was very poor. They were given small, daily meals consisting of:

- ox-cheek, either boiled or made into soup, - peas - bread or a biscuit.

The biscuits were often mouldy and green on both sides.

On two days a week the meat was replaced by oatmeal and cheese.

Each prisoner had badly filtered water, drawn from the polluted river.

Convict dress

The men were poorly dressed as well as unhealthy.

They were supposed to have:a linen shirt, a brown jacket and a pair of breeches.

However, many had no shirts, some no waistcoats, some no stockings, and some no shoes. Many convicts died of the cold in Winter.

Reading Skills Skimming and Scanning

We do different types of reading when reading information texts, such as:

Skimming (to get a general impression),

Reading (to recall details),

Re reading (to remember details and key ideas) and

Scanning ( to locate specific information).

1. Find an information book at your house. Set a timer for 20 seconds. Open the book at a

random page and skim read the text to get a general impression. What is this text about?

2. Read the first paragraph like you would normally read. What details can you recall?

3. Re-read first paragraph to remember details. Put a piece of post-it note under key words.

What are your key words?

4. The final skill scanning for specific information. Ask a parent or carer to choose a word on the page. Quickly scan the page to find the word.

What was the word? How quickly did you find it?

Spelling-Friday

Fast Finishers: Draw a picture to illustrate the words you think of.

When words end in ‘f’ or ‘fe’, change The ‘f’ or ‘fe’ to ‘v’ before adding ‘es’. E.g. half - halves knife - knives Exceptions- cliffs, chiefs, roofs, dwarfs and

handkerchiefs Think of and write down 5 other

examples.

1. 2. 3. 4. 5.

When a word ends in ‘o’ and

comes after a consonant, add ‘es’ to make the plural. E.g. hero - heroes dingo- dingoes

Exceptions- pianos, solos, banjos, Eskimos and radios

Think of and write down 5 other

examples. 1. 2. 3. 4. 5.

SERIES TOPIC

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Multiplication and Division

Play this memory game with a partner. The aim of this game is to find pairs of matching multiplication and division facts. Each player needs a copy of this page and to cut out their cards. Players join their cards together, shuffle and lay them face down. Take turns in turning over a pair of cards. If they match the player keeps the pair, if they don’t match, they must be placed back in the same position. The winner is the player with the most pairs.

3

Division – linking multiplication and division facts

copy

16 ÷ 4 4 × 4

20 ÷ 4 4 × 5

12 ÷ 2 2 × 6

21 ÷ 3 3 × 7

8 ÷ 4 2 × 4

18 ÷ 2 2 × 9