Year 6 - gunnedahs-p.schools.nsw.gov.au · A white silk scarf was sent to the soldier. What does...

Gunnedah South Public School

Home Learning

Booklet

Week 3

Name:

Class:

Year 6

Time Subject Lesson Focus Worksheet

9 to 9.30 Reading

Teacher read aloud and comprehension

questions

Reading Eggs

9.30 to 10 Writing Create a sizzling recount

10 to 10.30 Readiwriter Spelling

10.30 to 11 Handwriting

11 to 11.30 Recess Break

11.30 to 12 Mathematics Kitchen/Maths Lesson:

equivalent fractions

12 to 12.30 Mathletics

12.30 to 1 Daily PE

PE activities with Mrs Mitchell

1 to 2 Lunch Break

2 to 3

PBL

PDH

Wellbeing

PBL – Kindness

PDH – Identify why and how we should be active

Monday

Week 3

c, a, C & G

Pages 2-6

Pages 7 & 8

Page 9

Page 10

Pages 11-13

Page 1

Reading – In Flanders Fields – Before you Read

We are learning to:

* use images to tell a story

*express opinions based on facts

*use our knowledge to make predictions

*provide evidence to support our predictions

Picture 1

What do you see? Describe the picture. Where could this be? When could this

be? What might be happening? Does the colour choice create mood?

Write (or type) your opinion and use evidence from the picture or your own

general knowledge to support your opinions.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Page 2


___________________________________________________

___________________________________________________

Picture 2

What can you see? What are the men doing? What feelings/emotions has the

illustrator tried to express in this picture? What story could you tell about this

picture? Add any other information you think is important.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Page 3


Picture 3

What can you see? What do you think might happen next in the story?

Just by looking at the image can you tell if these are the ‘good guys’ or the ‘bad

guys’? Add any other information you think is important.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Page 4


Picture A

Picture B

Page 5


Pict

ure A

-A

nyth

ing

that

is

only

in

this

pict

ure g

oes

in t

he left

cir

cle.

Pict

ure B

- A

nyth

ing

that

is

only

in

this

pict

ure g

oes

in t

he c

ircl

e o

n th

e r

ight

Any

thin

g th

at y

ou n

otic

e t

hat

is

in b

oth

pict

ures

goes

in t

he c

ent

re o

f th

e d

iagr

am

Page 6

Reco

unt

Wri

ting

— W

orks

heet

Dat

eN

ame WR

ITIN

G

Reco

unt

Wri

ting

— P

lann

ing

Tem

plat

eO

rien

tati

on: W

hat i

s th

e ev

ent?

Whe

n an

d w

here

did

it h

appe

n? W

ho w

as in

volv

ed?

Seri

es o

f Eve

nts

in C

hron

olog

ical

Ord

er: W

hat w

as th

e tim

e se

quen

ce o

f the

eve

nt?

Conc

lusi

on: W

hat i

s th

e si

gnifi

canc

e of

the

even

t?

Even

t 1

Even

t 2

Even

t 3

Page 7

My sizzling recount

Title:

Page 8

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Page 9

WALT: id

ent

ify e

quivalent

fra

ctions

Page 10

SOU

THEY

’S A

CTS

OF

KIN

DN

ESS

CH

AR

T

Sm

ile a

t so

meon

e

Giv

e s

omeon

e a

com

plim

ent

Than

k s

omeon

e f

or

som

eth

ing

they

hav

e

don

e

Play

a g

ame o

r re

ad a

boo

k w

ith y

our

sibling

/s o

r pa

rent

s

Wri

te a

lett

er

to

som

eon

e –

gran

dpar

ent

, fr

iend

,

neig

hbou

r. Y

ou c

ould

post

you

r le

tter

or

send

a p

hot

o o

f it

.

Kin

dne

ss C

ards

–

mak

e c

ards

that

tell

the p

eop

le in

your

fam

ily

your

fav

ouri

te

thin

g ab

out

them

.

Do

som

eth

ing

at

hom

e t

his

week t

o

help

. S

ometh

ing

you

hav

en’

t been

asked

to d

o

Send

som

eon

e a

hug

–T

race

you

r ar

ms

on

join

ed p

iece

s of

pape

r. W

rite

kin

d

thin

gs in

your

arm

s

and s

end

to

som

eon

e

you

love

Help

som

eon

e d

o

som

eth

ing

in y

our

hou

se.

Mak

e a

kin

dne

ss

post

er

to d

ispla

y in

your

win

dow

Wri

te a

cla

ssm

ate a

com

plim

ent

in

your

TE

AM

S p

layg

roun

d

Mak

e t

han

k y

ou

card

s fo

r peop

le in

your

fam

ily

TASK

ON

E –

Ma

ke a

kin

dn

ess

po

ster

to

dis

pla

y to

yo

ur

stre

et b

y p

laci

ng

it in

a

win

do

w in

yo

ur

ho

use

.

TASK

TW

O –

So

uth

ey lo

ves

stu

den

ts t

ha

t p

art

icip

ate

in

act

s o

f ki

nd

nes

s. H

e h

as

crea

ted

an

act

s o

f ki

nd

nes

s

cha

rt f

or

you

. Ho

w m

any

act

s ca

n y

ou

co

mp

lete

th

is

wee

k? M

ark

th

em o

ff h

ere

We

are

lea

rnin

g t

o p

art

icip

ate

in a

cts

of

kin

dn

ess.

Page 11

Personal Development & Health – Term 2 Week 3

We are learning to identify how and why we should be active.

Success Criteria: I can

★ identify ways to be active

★ identify barriers that stop me being active

★ set active goals for myself to achieve

1. Why do you think staying active improves your health?

2. List 2 barriers to participating in physical activity and describe how you can overcome

these barriers. For example: Can’t join a game because you don’t know the rules. Ask a friend or teacher to explain the rules to you and help you understand how to participate.

3. Who can help you to stay active?

4. How can you improve your health? Set yourself 3 goals for improving your health.

Answer:

Barrier 1:

Answer:

Goal 1 Goal 2 Goal 3

Barrier 2:

Page 12

EXTENSION ACTIVITY: Make a crossword of physical activities you can participate in at

home or at school. Ask a member of your household to complete your crossword.

Across Clues:

1.

2.

3.

4.

5.

6.

Down Clues:

1.

2.

3.

4.

5.

6.

Page 13


9 to 9.30 Reading

Teacher read aloud and comprehension questions

Reading Eggs

9.30 to 10 Writing Introduction of a persuasive

text. Using a Checklist




11.30 to 12 Mathematics Adding decimals


12.30 to 1 Daily PE PE activities with Mrs

Mitchell

1 to 2 Lunch Break

2 to 2.30 Geography

View interpret and summarise information

about geographical features 2.30 to 3

Tuesday

Week 3

o, a, O & Q

Page 14

Pages 15 - 18

Pages 19 - 21

Page 22

Page 23

Pages 23 - 35

Reading – In Flanders Fields – After you read

We are learning to:

*read for meaning

*read to locate specific information

*express answers using sentences and evidence

*understand the meaning of words

Listen to, or read ‘In Flanders Fields’ by Norman Jorgensen. Answer as many of

the questions as you can.

1. What style has the illustrator used to draw the characters – realistic, cartoon,

artistic, fantasy?

_________________________________________________________

_________________________________________________________

2. How does the colour choice affect the mood of the story?

_________________________________________________________

_________________________________________________________

3. What impact does the robin have and does its colouring change the

mood of the story?

_________________________________________________________

_________________________________________________________

_________________________________________________________

4. Why do you think the author wrote the story in present tense?

_________________________________________________________

_________________________________________________________

5. What is a periscope? Why would you need to use a periscope to look over the top

of the trench? Where else might you find a periscope?

_________________________________________________________

_________________________________________________________

_________________________________________________________

Page 15


6. Why were many letters and parcels returned to the mail bag?

_________________________________________________________

_________________________________________________________

7. What is no man’s land?

_____________________________________________________

_____________________________________________________

8. A white silk scarf was sent to the soldier. What does that show about the ideas

people at home had about the conditions in the trenches?

_________________________________________________________

_________________________________________________________

9. Consider the current conflict in which Australian soldiers are involved. What

Christmas gift would you send a soldier?

_________________________________________________________

_________________________________________________________

10. What time of year does the story take place? How do you know? List examples

from the text as evidence.

_________________________________________________________

_________________________________________________________

11. How does the book show that we are all the same under the skin, whether a

young Australian soldier or his German counterpart?

_________________________________________________________

_________________________________________________________

_________________________________________________________

12. The main character in the story remains anonymous. Why do you think

the author did not give him name?

______________________________________________________

______________________________________________________

13. Why do you think the German snipers did not shoot the lone Australian soldier

when he ventured out into no-man’s land?

Page 16


_________________________________________________________

_________________________________________________________

14. A sniper whispers to himself, “Gluckliche Weihnacht, Digger!”

and lowers his rifle. What does this mean?

__________________________________________________

__________________________________________________

15. Why do you think the author chose to incorporate German Language into his

story?

_________________________________________________________

_________________________________________________________

16. Word Meanings

What do these words mean? Find and record a definition for each word.

• pitted:__________________________________________________

_______________________________________________________

• slush:__________________________________________________

_______________________________________________________

• scalding:________________________________________________

_______________________________________________________

• barbs:__________________________________________________

_______________________________________________________

• truce:__________________________________________________

_______________________________________________________

• sniper:__________________________________________________

_______________________________________________________

• Digger:_________________________________________________

_______________________________________________________

17. Personification is where non-human things are given human qualities. Can you find

an example from the text?

Page 17


_________________________________________________________

_________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

______

Page 18

Topic: Should we celebrate ANZAC day still?

For Against

1.We are celebrating Australian

soldiers

It has been 104 years since Gallipoli

2.We remember those who gave their

lives for Australia

We should celebrate more recent

events

3. 3.

4. 4.

Using the instructions, template and previous examples you are going to

create a title and introduction for the following topic. Dot point your ideas

before writing it all out, use high modality and emotive language from

previous examples.

You must include:

o a rhetorical question

o introduce if you are for or against the topic

o introduce your main arguments to give your reader an understanding of

what you are going to be talking about

Page 19

Planning Space

You must include:

o a rhetorical question

o introduce if you are for or against the topic

o introduce your main arguments to give your reader an understanding of

what you are going to be talking about

Page 20

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Page 22

Find each sum.

0.40 0.9 0.9 0.8 0.0837+ 0.8732 + 0.7 + 0.50 + 0.84 + 0.98

0.57 0.2587 0.6710 0.44 0.651+ 0.3 + 0.6949 + 0.74 + 0.881 + 0.73

0.6699 0.7437 0.2 0.2736 0.06+ 0.5 + 0.349 + 0.8 + 0.3 + 0.88

0.966 0.1 0.1427 0.71 0.5+ 0.11 + 0.050 + 0.1 + 0.7 + 0.5631

0.7947 0.58 0.9073 0.5760 0.968+ 0.168 + 0.2 + 0.9320 + 0.8057 + 0.0267

0.2532 0.27 0.63 0.2 0.339+ 0.1 + 0.616 + 0.4242 + 0.2 + 0.42

Page 23

Ind

one

sia

Ko

mo

do

Isla

nd

Page 24

Cont

ents

Geo

grap

hy . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. Pag

e 2

The

Kom

odo

Dra

gon

. . . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . P

age

3

Reef

s and

Mar

ine

Life

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . P

age

4

Flor

a an

d Fa

una

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . P

age

6

Inte

rest

ing

Fact

s . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. Pag

e 8

1©

Inqu

isitiv

e Pty

Ltd

Page 25

2©

Inqu

isitiv

e Pty

Ltd

Geo

grap

hy

Kom

odo

is an

isla

nd w

hich

is lo

cate

d be

twee

n th

e isl

ands

of F

lore

s and

Sum

baw

a in

eas

tern

In

done

sia, e

ach

of w

hich

are

a p

art o

f the

Le

sser

Sun

dra

chai

n of

isla

nds.

The

islan

d is

part

of th

e Ko

mod

o N

atio

nal P

ark

whi

ch is

mad

e up

of t

wen

ty n

ine

sepa

rate

Indo

nesia

n isl

ands

an

d is

a W

orld

Her

itage

site

, whi

ch e

nsur

es

its p

rote

ctio

n an

d co

nser

vatio

n.

Kom

odo

Isla

nd is

390

km sq

uare

d in

size

and

has

a p

opul

atio

n of

ar

ound

200

0 re

siden

ts . T

he is

land

is

quite

mou

ntai

nous

, hav

ing

been

or

igin

ally

form

ed b

y vo

lcan

oes.

The

mai

nlan

d is

cove

red

in sa

vann

ah,

fore

sts a

nd v

olca

nic

hills

. With

the

Paci

fic O

cean

and

the

Flor

es S

ea

to th

e N

orth

and

the

Indi

an O

cean

to th

e so

uth,

seve

ral b

eaut

iful c

oral

reef

s lie

al

ong

the

coas

tline

aro

und

the

islan

d .

Kom

odo

Isla

nd h

as a

trop

ical

clim

ate .

It is

re

lativ

ely

dry

and

sunn

y al

l yea

r rou

nd w

ith a

n av

erag

e te

mpe

ratu

re o

f aro

und

thirt

y de

gree

s an

d ve

ry li

ttle

rain

fall

is ex

perie

nced

.

Page 26

3©

Inqu

isitiv

e Pty

Ltd

The

Kom

odo

Dra

gon

The

Kom

odo

drag

on is

the

wor

ld’s

larg

est

lizar

d . T

hese

mon

itor l

izar

ds a

re o

nly

foun

d in

this

regi

on o

f the

wor

ld, o

n th

e isl

and

of

Kom

odo,

as w

ell a

s on

the

othe

r isla

nds

near

by in

the

less

er S

undr

a gr

oup.

Thes

e gi

ant r

eptil

es h

ave

scal

y sk

in, h

uge

head

s, sh

arp

claw

s and

long

, pow

erfu

l tai

ls .

They

usu

ally

gr o

w to

two

or th

ree

met

res

in le

ngth

and

are

reco

gnisa

ble

by th

eir l

ong

fork

ed to

ngue

and

thic

k bo

wed

legs

.

This

k een

hun

ter i

s a c

arni

voro

us b

east

that

pr

eys o

n w

ild p

igs,

deer

and

wat

er b

uffa

lo

by c

hasin

g th

em d

own

and

atta

ckin

g th

em

with

thei

r raz

or sh

arp

teet

h. T

he sa

liva

of th

e Ko

mod

o dr

agon

is fi

lled

with

har

mfu

l bac

teria

an

d is

also

thou

ght t

o be

ven

omou

s. Th

eir b

ite

alon

e ca

n ki

ll, e

ven

if it

take

s som

e tim

e to

ta

ke a

ffect

. Adu

lt dr

agon

s hav

e be

en k

now

n to

ca

nnib

alise

hat

chlin

gs fr

om th

eir o

wn

spec

ies.

Bein

g co

ld b

lood

ed, t

he d

rago

n en

joys

livi

ng

in th

e ho

t con

ditio

ns fo

und

on th

ese

islan

ds .

They

usu

ally

live

alo

ne a

nd m

ake

burro

ws f

or

them

selv

es to

slee

p in

at n

ight

and

to k

eep

cool

in

the

heat

of t

he d

ay . F

emal

es la

y up

to th

ir ty

eggs

at a

tim

e bu

t are

not

kno

wn

for b

eing

ver

y pr

otec

tive

of th

eir y

oung

. The

you

ng a

re u

sual

ly

left

to fe

nd fo

r the

mse

lves

, ofte

n

livin

g in

tree

s unt

il th

ey

are

grow

n .

Page 27

4©

Inqu

isitiv

e Pty

Ltd

Reef

s an

d M

arin

e Li

fe

As p

art o

f the

wor

ld’s

Cora

l Tria

ngle

, th

e w

ater

s sur

roun

ding

Kom

odo

Isla

nd

are

fille

d w

ith m

angr

ove

fore

sts a

nd

vibr

ant c

oral

reef

s whe

re a

hug

e ar

ray

of m

arin

e lif

e ca

n be

foun

d.

The

wat

er te

mpe

ratu

re a

roun

d Ko

mod

o Is

land

fluc

tuat

es a

s the

war

m w

ater

s of

the

Flor

es S

ea to

the

north

mix

w

ith ic

y co

ld c

urre

nts f

rom

the

Indi

an

Oce

an in

the

sout

h . T

his s

uppo

rts th

e gr

owth

of p

lank

ton

and

ther

efor

e m

arin

e lif

e flo

urish

es in

this

area

. A

noth

er re

ason

for t

he a

bund

ance

of

mar

ine

life

here

is th

e st

rong

cur

rent

be

twee

n Ko

mod

o an

d Ri

nca

Isla

nds,

whi

ch a

cts l

ike

a bo

ttlen

eck

betw

een

the

Indi

an O

cean

and

the

Paci

fic O

cean

.

Page 28

5©

Inqu

isitiv

e Pty

Ltd

The

type

s of c

reat

ures

livi

ng h

ere

incl

ude

wha

le

and

reef

tip

shar

ks, t

en sp

ecie

s of d

olph

ins,

dugo

ngs a

nd m

anta

rays

, sea

hors

es, b

lue-

ringe

d oc

topi

, tur

tles a

nd e

els,

and

a di

vers

e va

riety

of t

ropi

cal f

ishes

.

Div

ers f

rom

all

over

the

wor

ld c

ome

here

to

exp

erie

nce

the

cora

l ree

fs, w

here

mor

e th

an 2

60 ty

pes o

f cor

al g

row

and

mor

e th

an

70 ty

pes o

f spo

nges

can

be

foun

d. M

ore

than

10

00 sp

ecie

s of f

ish c

an b

e se

en h

ere

such

as

clo

wn

fish,

hum

p he

ad, p

arro

t hea

d an

d su

rgeo

n fis

h . In

add

ition

, fish

ing,

snor

kelin

g,

cano

eing

and

boa

ting

are

all p

opul

ar a

ctiv

ities

th

roug

hout

the

year

. Peo

ple

like

to v

isit i

n th

e N

ovem

ber t

o Ja

nuar

y se

ason

whe

n m

arin

e lif

e is

bloo

min

g, o

cean

visi

bilit

y is

good

and

they

ca

n sw

im w

ith g

iant

man

ta ra

ys .

Page 29

6©

Inqu

isitiv

e Pty

Ltd

Flor

a an

d Fa

una

The

maj

ority

of v

eget

atio

n on

Kom

odo

Isla

nd

is dr

y gr

ass/

woo

dlan

d sa

vann

ah. D

ue to

the

dry

clim

ate,

the

mai

n flo

ra c

onsis

ts o

f lon

g gr

asse

s, sh

rubs

and

har

dy tr

ees t

hat c

an su

rviv

e w

ith li

ttle

wat

er a

nd in

bus

hfire

s . In

the

high

er

elev

atio

ns, s

ome

smal

l sec

tions

of r

ainf

ores

t an

d ba

mbo

o fo

rest

s can

be

foun

d . S

ome

of

the

mor

e lu

scio

us p

lant

s fou

nd o

n th

e

islan

d in

clud

e co

conu

t, ja

ckfru

it an

d

man

go tr

ees .

Page 30

7©

Inqu

isitiv

e Pty

Ltd

Whi

lst th

e ve

geta

tion

on th

e isl

and

is qu

ite

spar

se, t

he tr

opic

al w

ater

s sur

roun

ding

the

islan

d ar

e ho

me

to m

any

gras

s sea

bed

s . M

any

of th

ese

can

prod

uce

flow

ers a

nd se

eds

unde

rwat

er, a

nd m

angr

oves

, whe

re la

rge

num

bers

of s

ea c

reat

ures

can

be

foun

d.

Alo

ng w

ith th

e Ko

mod

o dr

agon

, oth

er n

ativ

e fa

una

incl

udes

dee

r, w

ater

buf

falo

, wild

pig

s, co

yote

s and

rats

. Sev

eral

spec

ies o

f sna

kes

incl

udin

g co

bras

, tre

e sn

akes

and

vip

ers t

hriv

e in

this

hot,

dry

clim

ate .

Mor

e th

an 4

000

wild

bi

rds f

rom

ove

r one

hun

dred

diff

eren

t spe

cies

liv

e an

d ne

st o

n th

e isl

and,

incl

udin

g on

es th

at

orig

inat

ed in

Aus

tralia

such

as t

he S

ulph

ur-

cres

ted

cock

atoo

and

the

oran

ge-fo

oted

scru

b fo

wl .

Page 31

8©

Inqu

isitiv

e Pty

LtdInte

rest

ing

fact

s

This

uniq

ue a

nd b

eaut

iful p

lace

is c

reat

ed b

y a

mic

rosc

opic

or

gani

sm c

alle

d fo

ram

inife

ra, w

hich

pro

duce

s a re

d pi

gmen

t on

the

near

by c

oral

reef

. Whe

n th

e tin

y pi

eces

of t

his r

ed c

oral

co

mbi

ne w

ith th

e w

hite

sand

s, th

is cr

eate

s the

pin

k co

lour

that

ca

n be

seen

alo

ng th

e sh

ore .

The

Kom

odo

Isla

nd

Pink

Bea

ch

Page 32

9©

Inqu

isitiv

e Pty

LtdInte

rest

ing

fact

s

Muc

k di

ving

Muc

k di

ving

is a

uni

que

way

of e

njoy

ing

mar

ine

life

th

at k

een

dive

rs li

ke to

exp

erie

nce

arou

nd K

omod

o

Isla

nd. D

iver

s mov

e ab

out i

n sh

allo

w w

ater

s fil

led

with

a m

ix o

f san

d, si

lt, d

ead

cora

l and

ru

bble

. Sm

alle

r, ra

re a

nd u

niqu

ely

inte

rest

ing

mar

ine

crea

ture

s can

be

foun

d hi

dden

in

this

mur

ky e

nviro

nmen

t.

Page 33

Komodo Island- Indonesia

Task: Read the information booklet about Komodo Island in

Indonesia. Highlight or copy any information that describes the

island’s geographical features (temperature, rainfall and more).

Write a blog which includes a set of travel tips for someone

planning to visit Komodo Island. Include details such as:

-weather to expect

-safety tips

- points of interest

Type your blog in this textbox

Page 34

Extension: Choose one of the places from your research in previous

lesson and conduct your own research about it. Find out things like

population, tourists per year etc.

Use websites, books and other sources such as travel brochures etc.

Present your information in Power Point.

Page 35

Wednesday

Week 3


9 to 9.30 Reading Teacher read aloud and

comprehension questions

Reading Eggs

9.30 to 10 Writing Introduction to a persuasive text




11.30 to 12 Mathematics Lattice method to multiply large numbers



Mitchell

1 to 2 Lunch Break

2 to 2.30

CAPA

In Flanders Fields Artwork

2.30 to 3 Drama with Miss Christie

d, g, D & J

Page 36

Pages 37 - 40

Page 41 - 43

Page 44

Pages 45 & 46

Reading – ANZAC Day

Page 37


Page 38


We are learning to comprehend what we are reading and to locate relevant

information.

ANZAC Day Questions

1. When did the First World War begin? Tick one.

o 1915

o 1914

o 1916

o 1913

2. Who was the Australian Prime Minister in 1914?

___________________________________________________________________

3. What does ‘ANZACs’ mean?

___________________________________________________________________

4. How many New Zealander soldiers lost their lives at Gallipoli? Tick one.

o Over 70 000

o Over 2500

o Over 8000

o Over 250

5. ‘This was the first major fight of the war for these two countries.’

Which two countries does the text refer to? Tick one.

o Turkey and Australia

o Britain and New Zealand

o Australia and New Zealand

o Britain and Turkey

6. Join the sentences to make them correct.

*The battle at Gallipoli - the ANZACs landed in Gallipoli.

*Children, grandchildren and great-

grandchildren of ANZAC soldiers- lasted for 8 months.

*At dawn on 25th April 1915- sometimes march in parades carrying

an item of their ancestors.

7. Explain in your own words what happens at the dawn service.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

8. Why do you think ANZAC Day is a day of celebration and remembrance and not one

of sadness?

Page 39


_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

We are learning to identify and correct missing punctuation.

Success Criteria:

*I have used capital letters to begin sentences.

*I have used a sentence boundary characters such as a full stops to complete

sentences.

*I have used other punctuation where appropriate.

Editing – Read the following text from ‘In Flanders Fields’, identify the missing

punctuation and rewrite or type the passage correctly.

early on christmas morning the guns stop firing a deathly silence creeps over

the pitted and ruined landscape for many soldiers the sound of exploding shells

and the chatter of machine-guns continues in their heads their minds damaged

by the weeks of deafening noise men step down from the raised firing boards

into the slush of the trench and drink strong scalding tea their tin cups shake

uncontrollably in the cold morning air mail has been delivered and is handed out

sadly many letters and parcels have to be returned to the mail sack but one

young soldier remains peering through a periscope over the top of the trench

way out in no mans land he sees a small red shape moving on the barbed wire

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Page 40

Topic: Should we celebrate ANZAC day still?

Using the template and previous examples you are going to create an

argument paragraph that builds on from your ANZAC introduction done in

lesson 1. Dot point your ideas before writing it all out, use high modality and

emotive language.

You must:

-Introduce your argument with strong emotive and high modality language (I

strongly believe..)

-Provide evidence that supports your point of view

-Link your evidence back to your topic with a sentence.

Page 41

Planning Space

You must include: -Introduce your argument with strong emotive and high modality language.

-Provide evidence that supports your point of view.


Reason/ Argument 1: Firstly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________

Link back to your opinion and why it is important:

__________________________________________________

__________________________________________________

Page 42

Editing:

Read through your work. Check for spelling, grammar and

punctuation (if you are unsure of something, circle it).

Have you included all parts and linked your arguments back to

your topic?

Reason/ Argument 2: Secondly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________


__________________________________________________

__________________________________________________

Reason/ Argument 3: Thirdly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________


__________________________________________________

__________________________________________________

Page 43

N�: Date,:

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I

(I

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Page 44

Lattice Multiplication Use lattice multiplication to find each product.

0

��

��

��

��

��

��

��

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3 3 1 2

4

1

5

3312×415 = 1,374,480

��

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9 6 7 3

3

1

3

9673×313 = 3,027,649

��

��

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4 8 0 2

8

1

8

4802×818 = 3,928,036

��

��

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3 1 0 2

6

0

0

3102×600 = 1,861,200

��

��

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8 6 5 0

3

4

3

8650×343 = 2,966,950

��

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5 2 9 0

6

7

7

5290×677 = 3,581,330

Page 45

Lattice Multiplication Use lattice multiplication to find each product.

0

��

��

��

��

��

��

9 5 3

3

1

953×31 = 29,543

��

��

��

��

��

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6 0 4

8

5

604×85 = 51,340

��

��

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��

��

��

1 3 8

3

6

138×36 = 4,968

��

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8 6 5

8

3

865×83 = 71,795

��

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5 7 4

8

8

574×88 = 50,512

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5 1 6

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8

516×68 = 35,088

��

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7 3 0

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730×11 = 8,030

��

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2 5 7

4

4

257×44 = 11,308

��

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4 0 4

9

6

404×96 = 38,784

��

��

��

��

��

��

8 9 9

8

5

899×85 = 76,415

��

��

��

��

��

��

8 1 5

9

0

815×90 = 73,350

��

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��

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5 8 3

2

3

583×23 = 13,409

Page 46


9 to 9.30 Reading

Interpret symbolism within a text

Reading Eggs

9.30 to 10 Writing Structure of a persuasive

text




11.30 to 12 Mathematics Determine all factors given for a number


12.30 to 1 Daily PE PE activities with Mrs Mitchell

1 to 2 Lunch Break

2 to 2.30

Science

Mrs Pepper’s Science Lesson: How different concentrations of salt

affects plants 2.30 to 3

Thursday

Week 3

i, j, I & L

Page 47

Pages 49 - 51

Page 52

Page 53 & 54

Pages 55 - 58

In Flanders Fields Summary

We are learning to interpret symbolism within our text

1. Define the term symbolism. Use a dictionary or google dictionary to find the meaning of the

word ‘symbolism’

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Find 4 examples of symbolism in your text or use the following examples; barbwire, large

trench coats, rats, the red robin, the white silk scarf. Explain what you think they represent.

Barbwire: Barbwire is usually rough to touch and keeps out animals or people from where they con not

go. In the text barbwire represents the physical boundaries that were set in the war, it also gives an

impression of the difficult and rough conditions that soldiers were faced with on daily basis.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. If you could include one other symbol throughout the text, what would it be and why would you

include it in this text?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________ Page 48

Topic: ________________________________

Using the template and previous examples you are going to create an

argument paragraph that builds on from your individual introduction done in

lesson 2/ or you can complete it on a different topic.

Dot point your ideas before writing it all out, use high modality and emotive

language.

You must:

-Introduce your argument with strong emotive and high modality language (I

strongly believe..)

-Provide evidence that supports your point of view


Page 49

Planning Space

You must include: -Introduce your argument with strong emotive and high modality language.

-Provide evidence that supports your point of view.


Reason/ Argument 1: Firstly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________


__________________________________________________

__________________________________________________

Page 50

Editing:

Read through your work. Check for spelling, grammar and

punctuation (if you are unsure of something, circle it).

Have you included all parts and linked your arguments back to

your topic?

Reason/ Argument 2: Secondly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________


__________________________________________________

__________________________________________________

Reason/ Argument 3: Thirdly,

__________________________________________________

__________________________________________________

Example:

__________________________________________________

__________________________________________________


__________________________________________________

__________________________________________________

Page 51

N�:

'1,

1,, 0

. �

0 0

I I

�5

Af1rlAlrlA'\. . - .

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L� l54'QA')A];

T I I I I I r T � "1711e- � ,o..r 1-n,'"_!��-

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Page 52

List All of the Factors for each number.

1 ) 70

2 ) 24

3 ) 30

4 ) 54

5 ) 51

6 ) 75

7 ) 27

8 ) 55

9 ) 65

10 ) 62

11 ) 56

12 ) 80

13 ) 44

14 ) 60

15 ) 45Page 53

Find the Prime Factors of the Numbers

1 ) 78

Prime Factors_ x _ x _ = 78

2 ) 18


3 ) 90

Prime Factors_ x _ x _ x _ = 90

4 ) 76


5 ) 40

Prime Factors_ x _ x _ x _ = 40

6 ) 30


Page 54

Rising salt

Salt water investigation planner | Rising salt © Australian Academy of Science

Cut out the sentences and glue them onto the investigation planner.

Page 55

Rising salt


Salt water investigation planner What are you trying to find out? _Will the wheat be affected by watering it with salty water?

Recording results

Record your results in a table

What is your question for investigation?

Can you write it as a question?

What do you think will happen? Explain why.

If

Then

Because

Give scientific explanations for your predictions

To make the test fair, what things (variables) are you going to:

Change?

Change only one thing

Measure?

What would the change affect?

Keep the same?

Which variables will you control?

What are you going to do?

Use drawing if necessary

What equipment will you need?

Use dot points

Page 56

Rising salt


Measurement of plant growth and observations of plant health

Day Control (Fresh water) 0.5% salt water 1.5% salt water 3.5% salt water

1

Page 57

Rising salt


We will be testing the effects of different strengths (concentrations) of salty

water on the growth of plants.

Each class group will be testing a different concentration.

5/6PH & Mrs Pep

FRESH WATER

You are watering with fresh

water from the tap. You are our

control group. We have a control group to

make sure that there isn’t another reason

for our results.

5S, 5B & 5D

0.5%

Mix 1 teaspoon of salt into 1

litre of water. Keep this in a

bottle to use for the entire

investigation.

6ZM, 6T, 6F

1.5%

Mix 3 teaspoons of salt into 1



investigation.

MRS PEPPER

3.5%

Mix 7 teaspoons of salt into 1



investigation.

Page 58


9 to 9.30 Reading Summarise a text

Reading Eggs

9.30 to 10 Writing Structure of a persuasive text




11.30 to 12 Mathematics Volume of cubes and rectangular prisms



Mitchell

1 to 2 Lunch Break

2 to 2.30 Aboriginal

Language and Culture

2.30 to 3 Virtual Assembly

Friday

Week 3

f, t, F & T

Understand the purpose of Aboriginal artefacts and

tools

Page 59

Page 61

Pages 62 & 63

Page 64

In Flanders Fields Summary

We are learning to summarise our text

If you were to tell another person about the text, how would you describe it?

1. List any important events, characters and details from our text. Who were the characters? What were they doing? When did it happen? Where did the story take place? Why did it happen?

_______________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. In your OWN words tell me about the text. Ensure you include

• Events and characters in the correct order

• Include punctuation; capital letters and full stops.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Page 60

N�: Date,:

r

T J

I

r. I I I

1 u(",PfJ-r

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r I TA- - .-; J

I rl

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JJ

fl ,O..f�

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J JJ J JJ

r,

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r I I -�

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T.I I1,w.e;c;

r, I r I I I Tl I • II eitN'X -5,n,:,r,101 ,-� -OW& , � r1� ,n, �.

I

Page 61

6.5.

4.3.

2.1.

=

Formula =

=

Formula =

=

Formula =

=

Formula =

=

Formula =

=

Formula =

12 cm12 cm

12 cm

25 m25 m

25 m

15 mm15 mm

15 mm

7 cm7 cm

7 cm

11 cm11 cm

11 cm

5 m5 m

5 m

Page 62

6.5.

4.3.

2.1.

=

Formula =

=

Formula =

=

Formula =

=

Formula =

=

Formula =

=

Formula =

15 cm4 cm

12 cm

15 cm

130 mm5 m

5 cm

52 mm

4 mm3 mm

3 m

80 mm

11 cm12 mm

8 m

7 m2 m

5 m

Page 63

Aboriginal Artefacts and Tools - Week 3

We are learning to understand the purpose of Aboriginal artefacts and tools

Task: Fill in the table using the names and write a sentence about the purpose/use of each artefact or tool.

Coolamon Clap Sticks Emu Caller

Bullroarer Killer Boomerang Bundi

Picture Name Purpose/Use

*Note – Each Aboriginal tribal group may have different names or uses forartefacts or tools. Four of these were made by Ngemba Elder, Eugene Biles.

Page 64

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