5K (Mrs Wasley) – Learning from Home Timetable Wednesday 29 th April 2020 Online Activities Offline Activities Morning Session Approx. 1 hours Sentence of the Day Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting. The boy ran in the race. Tell how he ran. The children played with the ball. Tell how he played. A dog barked at the postman. Tell how it barked. NB:- Weeks program on Classroom just complete and save each day and submit on Friday. Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting. The boy ran in the race. Tell how he ran. The children played with the ball. Tell how he played. A dog barked at the postman. Tell how it barked. Movement Break 10 star jumps, 10 push ups, 10 burpees (repeat x 3) Reading Compreh ension Read the ANZAC poem and answer the comprehension questions. Grade - ANZAC Day – For the Fallen – Gallipoli Poem. Learning Support – ANZAC Day Facts Cloze passage. Make a copy and submit through Classroom Read the ANZAC poem and answer the comprehension questions. Grade - ANZAC Day – For the Fallen – Gallipoli Poem. Learning Support – ANZAC Day Facts Cloze passage. Submit your responses on Dojo. Movement Break 4 laps of your backyard running or walking Writing Roll a Winter Story * Roll one dice four times. Each time you roll, a different part of your story is revealed! Make sure you write down the parts of your story as you roll the dice. Now plan your story in docs. ready to write it tomorrow and publish on Friday. Roll a Winter Story Refer to the template attached in the worksheets. * Roll one dice four times. Each time you roll, a different part of your story is revealed! Make sure you write down the parts of your story as you roll the dice. Now plan your story ready to write it tomorrow and publish on Friday. BREAK! Middle Session Maths – Warm up Write ten numbers that come between 6995 and 7002 (easy) 69995 and 70002 (middle) 699995 and 700020 (hard) Write ten numbers that come between 6995 and 7002 (easy) 69995 and 70002 (middle) 699995 and 700020 (hard)
Transcript
5K (Mrs Wasley) – Learning from Home Timetable Wednesday 29th April 2020
Online Activities Offline Activities
Morning Session Approx. 1 hours
Sentence of the Day
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The boy ran in the race.
Tell how he ran.
The children played with the ball.
Tell how he played.
A dog barked at the postman.
Tell how it barked.
NB:- Weeks program on Classroom just complete and save each day and submit on Friday.
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The boy ran in the race.
Tell how he ran.
The children played with the ball.
Tell how he played.
A dog barked at the postman.
Tell how it barked.
Movement Break 10 star jumps, 10 push ups, 10 burpees (repeat x 3)
Reading Comprehension
Read the ANZAC poem and answer the comprehension questions. Grade - ANZAC Day – For the Fallen – Gallipoli Poem. Learning Support – ANZAC Day Facts Cloze passage. Make a copy and submit through Classroom
Read the ANZAC poem and answer the comprehension questions. Grade - ANZAC Day – For the Fallen – Gallipoli Poem. Learning Support – ANZAC Day Facts Cloze passage. Submit your responses on Dojo.
Movement Break 4 laps of your backyard running or walking
Writing Roll a Winter Story * Roll one dice four times. Each time you roll, a different part of your story is revealed! Make sure you write down the parts of your story as you roll the dice. Now plan your story in docs. ready to write it tomorrow and publish on Friday.
Roll a Winter Story Refer to the template attached in the worksheets. * Roll one dice four times. Each time you roll, a different part of your story is revealed! Make sure you write down the parts of your story as you roll the dice. Now plan your story ready to write it tomorrow and publish on Friday.
BREAK!
Middle Session
Maths – Warm up
Write ten numbers that come between 6995 and 7002 (easy) 69995 and 70002 (middle) 699995 and 700020 (hard)
Write ten numbers that come between 6995 and 7002 (easy) 69995 and 70002 (middle) 699995 and 700020 (hard)
Approx. 1 hours
Word Problem
Mrs Kent bought 6 books at $7 each, 3 books at $9 each and 7 books at $5 each. How much did she spend? Write the number sentence and answer.
Mrs Kent bought 6 books at $7 each, 3 books at $9 each and 7 books at $5 each. How much did she spend? Write the number sentence and answer.
Introduction to Lesson
Work through the Slides presentation in Google Classroom which is the same as the offline.
A number pattern is a sequence of numbers which follow a rule. 3,6,9,12,15 is a number pattern. The numbers in this pattern increase by 3 (+3) To find the next number in the pattern you would need to add 3 to the last number. For example, 15+3=18, so the next number in the pattern is 18. The rule for this pattern is add 3 or +3. You can complete the rest of the pattern by following this rule. The next numbers in this pattern would be 18, __, __, __, __ Another why to say the rule is; - The rule for the pattern is increasing by 3.
Answer the questions below about the following number pattern.
Are the numbers in the pattern increasing (going up) or decreasing (going down) in the pattern? _______________________________________ How much do each of the numbers increase or decrease by? ______________________________________ Write the rule for this number pattern ______________________________________
Lesson Activity
Your turn to have a go! Complete the activities on the Slides in Google Classroom and remember to submit the Turn In task in assignments.
Your turn to have a go! Learning Support & Grade-
Answer the questions below about the following number pattern.
Are the numbers increasing or decreasing? _________________________________
What is the next number in the pattern? How did you work out how to continue the pattern? __________________________________ Write the rule for this number pattern? ___________________________________ Continue the following number patterns. 16,23,30,37,44, _____,_____,_____,_____,____ Describe the pattern______________________ 94,86,78,70,62,54,46, ____,____,____,____,___ Grade- Describe the pattern______________________ 3.3,3.0,2.7,2.4,2.1,1.8, _____,_____,_____,____ Describe the pattern______________________ ½,1/4,1/8,1/16,_ ___,_____,_____,_____,___ Describe the pattern _____________________ Turn in Task Now come up with two of your own patterns to share with your teacher and fellow students on Classroom or during a Zoom session. (This could be done using Question on Classroom as an exit card) Pattern 1. Pattern 2. Where have you found or seen patterns around your house or neighbourhood? Complete and submit through Dojo portfolio.
NAPLAN ?
Movement Break 10 sit ups, 10 high knees, 10 mountain climbers (repeat x 3)
Spelling/ Vocabulary/Grammar
ANZAC Day Vocabulary – Complete Doc. activity in Classroom
ANZAC Day Vocabulary Complete the worksheet about words that are commonly used in information or stories about World War I and Anzac Day. What do these terms mean? You first write what you think they mean then using a reliable source write the official definition.
BREAK!
Afternoon
Session
Approx. 1 hour
Visual Arts
Anzac Day silhouette art activities.
Choose one of the templates attached to create Anzac Day inspired artworks.
How to use this: -
Trace, draw or print out the silhouette of your choice.
On a landscape piece of card, create a full-page sunset background using oil pastels, paint or collage materials.
Cut out your chosen silhouette template.
Paste the silhouette over the top of the sunset.
Trim the edges of the card to match the edges of the silhouette template. Send photo through Dojo of completed activity.
Anzac Day silhouette art activities.
Choose one of the templates attached to create Anzac Day inspired artworks.
How to use this: -
Trace, draw or print out the silhouette of your choice.
On a landscape piece of card, create a full-page sunset background using oil pastels, paint or collage materials.
Cut out your chosen silhouette template.
Paste the silhouette over the top of the sunset.
Trim the edges of the card to match the edges of the silhouette template. Send photo through Dojo of completed activity.
Movement Break Play a song of your choice and dance!
Science Organise the following equipment for a Science experiment tomorrow/Friday.
- Water - Clear jar/bottle with a secure lid - vinegar - dishwashing detergent - Optional: glitter and/or food
colouring
Organise the following equipment for a Science experiment tomorrow/Friday.
- Water - Clear jar/bottle with a secure lid - vinegar - dishwashing detergent
Optional: glitter and/or food colouring
5K – (Mrs Wasley) Wednesday Worksheets 29/4/2020
For the Fallen Laurence Binyon - 1914
With proud thanksgiving, a mother for her children, England mourns for her dead across the sea. Flesh of her flesh they were, spirit of her spirit, Fallen in the cause of the free.
Solemn the drums thrill: Death august and royal Sings sorrow up into immortal spheres. There is music in the midst of desolation And a glory that shines upon our tears.
They went with songs to the battle, they were young, Straight of limb, true of eye, steady and aglow. They were staunch to the end against odds uncounted, They fell with their faces to the foe.
They shall grow not old, as we that are left grow old: Age shall not weary them, nor the years condemn. At the going down of the sun and in the morning We will remember them.
They mingle not with their laughing comrades again; They sit no more at familiar tables of home; They have no lot in our labour of the day-time; They sleep beyond England's foam.
But where our desires are and our hopes profound, Felt as a well-spring that is hidden from sight, To the innermost heart of their own land they are known As the stars are known to the Night;
As the stars that shall be bright when we are dust, Moving in marches upon the heavenly plain, As the stars that are starry in the time of our darkness, To the end, to the end, they remain.
For the Fallen Laurence Binyon - 1914
What type of poem is “For the Fallen”?
Which words mean “sad”?
What are the meanings of these words:
1. comrades
2. mourns
3. staunch
Why do you think the author wrote “For the Fallen”?
Who do you think this poem was written for?
How does this poem make you feel?
What do you think “They shall grow not old, as we that are left grow old” means?
Why do you think the author chose to write a poem and not a short story or an essay?
ANZAC stands for and New Zealand Army Corps.
The ANZACS landed on the Peninsula in Turkey on the
25 th of April 1915.
All the ANZAC soldiers who fought in Gallipoli were _
The battle in Gallipoli lasted for 8 .
ANZAC day all the people who have served or died
during World War 1.
The wives and mothers of soldiers made ANZAC for
their men in the war.
are worn during the ANZAC time to pay our respect
to those who lost their lives serving their country.
The first dawn service was in 1923. is a special time
as this was when the soldiers landed in Gallipoli.
"In Fields" is a war written by
Lieutenant Colonel John McCrae, that describe the scenes they
saw in front of them
Australia volunteers poem
months Flanders Dawn
Gallipoli Poppies biscuits
Celebrates
Writing – Roll a Winter Story
Anzac Vocabulary
The words in the table are commonly used in information or stories about World War I and Anzac Day. What do these terms mean? In the middle column write what you think each one means and then find an official definition (use a dictionary or reliable online source).
Term What I think it means Official definition
conflict
commemorate
convoy
infamous
enlist
evacuate
endurance
conscription
referendum
tradition
courage
5K (Mrs Wasley) – Learning from Home Timetable Thursday 30th April 2020
Online Activities Offline Activities
Morning Session Approx. 1 hours
Sentence of the Day
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The crowd yelled at the soccer team.
Tell how they yelled.
The boy wrote the sentence.
Tell how he wrote.
The bus drove along the road.
Tell how it drove.
NB:- Weeks program on Classroom just complete and save each day and submit on Friday.
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The crowd yelled at the soccer team.
Tell how they yelled.
The boy wrote the sentence.
Tell how he wrote.
The bus drove along the road.
Tell how it drove.
Movement Break 5 minutes skipping or jumping on trampoline.
Reading Comprehension
Read the text and answer the questions in Google Classroom Assignment. School Magazine – Sock Monster (Grade) School Magazine - School Dog’s Big Mistake (Leaning Support)
Read the text and answer the questions and submit them via Dojo portfolio. School Magazine – Sock Monster (Grade) School Magazine - School Dog’s Big Mistake (Leaning Support)
Movement Break 4 laps of your backyard running or walking
Grammar
Complete the worksheets – Identifying Descriptive Language – Past tense Verbs and Adverbs ‘The Hare and The Tortoise’ and Adverbs.
Complete the worksheets – Identifying Descriptive Language – Verbs and Adverbs ‘The Hare and The Tortoise’ and Adverbs.
Writing Continue to write your – Roll a Winter Story from yesterday. Ready to publish on Friday and submit.
Continue to write your – Roll a Winter Story from yesterday. Ready to publish on Friday and submit.
BREAK!
Middle Session
Approx. 1 hours
Maths – Warm Up
Word Problem
Half of a class of 28 children are going on camp. If they paid $79 each for the camp, what would be the total amount collected? Write the number sentence and answer.
Half of a class of 28 children are going on camp. If they paid $79 each for the camp, what would be the total amount collected? Write the number sentence and answer.
Instructions to Lesson
Students will typically use trial-and-error methods to find solutions to number sentences. They need to be encouraged to work backwards and to describe the processes using inverse operations. Students need to be able to justify their solutions and communicate their strategies using mathematical language.
Activity 1 – Inverse operations Discuss what is meant by inverse operations.
In mathematics, an inverse operation is an operation that undoes what was done by the previous operation. The four main mathematical operations are addition, subtraction, multiplication, division. The inverse of addition is subtraction and vice versa. The inverse of multiplication is division and vice versa.
Q1. Pose this problem for students to solve:
I am thinking of a number. When I take 9 away from the
number my answer is 19. What number am I thinking of?
Students discuss and write a number sentence that could solve the problem. Compare responses. Determine that the number sentence could be either addition or subtraction, e.g.
Students will typically use trial-and-error methods to find solutions to number sentences. They need to be encouraged to work backwards and to describe the processes using inverse operations. Students need to be able to justify their solutions and communicate their strategies using mathematical language.
Activity 1 – Inverse operations Discuss what is meant by inverse operations.
In mathematics, an inverse operation is an operation that undoes what was done by the previous operation. The four main mathematical operations are addition, subtraction, multiplication, division. The inverse of addition is subtraction and vice versa. The inverse of multiplication is division and vice versa.
Q1. Pose this problem for students to solve:
I am thinking of a number. When I take 9 away from the
number my answer is 19. What number am I thinking of?
Students discuss and write a number sentence that could solve the problem. Compare responses. Determine that the number sentence could be either addition or subtraction, e.g.
Lesson Activity
Your turn! First - Which Symbol? https://nrich.maths.org/6777
Your turn! Q2. Demonstrate how to complete a number of calculations working backwards. Talk aloud the strategy using ½
Second - What is an equation? https://www.bbc.co.uk/bitesize/topics/zghp34j/articles/z2p6tyc If time allows - How to solve missing number problems https://www.bbc.co.uk/bitesize/topics/zghp34j/articles/z2p6tyc Extension - Exploring Algebra http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.PATT&ID2=AB.MATH.JR.PATT.ALG&lesson=html/object_interactives/algebra/use_it.html Turn in Task
Create your own missing number/algebra statements/problems for their teacher and fellow students to complete on Classroom or during a Zoom session.
Ask students to verbalise strategies they know which would help them solve the calculations.
Have students explain the processes they used to solve the number sentences. (This could be done using Question on Classroom as an exit card)
mathematical language and point out the inverse operations being used.
Q3. Students complete number sentences where the operation sign is missing, e.g.
Activity 2 - missing numbers
Students complete number sentences by finding a missing number, e.g.
Turn in Task
Students write similar problems for their teacher and fellow students to complete on Classroom or during a Zoom session.
Ask students to verbalise strategies they know which would help them solve the calculations.
Have students explain the processes they used to solve the number sentences. (This could be done using Question on Classroom as an exit card)
NAPLAN ?
Movement Break 10 push ups, 10 high knees, 10 mountain climbers (repeat x 3)
Spelling/ Vocabulary
Science vocabulary for our new unit – Earth & Space – Our Place in Space. Complete the doc. in classroom– Match the words to their meaning.
Science vocabulary for our new unit – Earth & Space – Our Place in Space. Complete the worksheet about words that are will inform us about our new Unit. What do these terms mean?
If you do not know use a reliable source to help match their definition.
BREAK!
Afternoon
Session
Approx. 1 hour
Science
Watch the video ‘Space Place in a Snap: The Solar System’s Formation’. (http://jpl.nasa.gov/edu/learn/video/space-place-in-a-snap-the-solar-systems-formation/) Can you explain - What does the term ‘conservation of angular momentum’ mean? After watching the clip.
If unable to watch the video ‘Space Place in a Snap: The Solar System’s Formation’. (http://jpl.nasa.gov/edu/learn/video/space-place-in-a-snap-the-solar-systems-formation/) Complete Activity 1 with the help from your parents, device or books. Try to find out what this term means as it has something to do with the experiment this afternoon. Investigate - What does the term ‘conservation of angular momentum’ mean?
Movement Break 10 sit ups, 10 squats, 10 burpees (repeat x3)
Science – Experiment
Gather all the equipment from yesterday afternoon and conduct the following experiment and then complete the doc. and submit.
Gather all the equipment from yesterday afternoon and conduct the following experiment and then complete the worksheet attached.
Tornado in a Jar Materials Clear jar/bottle with a secure lid Water 1 teaspoon of vinegar 1 teaspoon of dish detergent Optional: A pinch of glitter and/or 5 drops of food colouring Method 1. Fill the jar/bottle with water until it is ¾ full. 2. Add the teaspoon of vinegar. 3. Add the teaspoon of dish soap. 4. Add glitter and/or food colouring if they are being used. 5. Attach the lid securely to the jar. Make sure it cannot come off. 6. Swirl the jar to make the water spin. Observe the tornado!
Complete the worksheet about your experiment. Send through photos to Dojo of your experiment and the completed worksheet.
NO-ONE KNEW where he came from. He just turned up one day at our little bush school. We only have one teacher, and she was as surprised as we kids were. After all, it’s not often you have a dog run into your classroom. Anyway, from that day forward, the dog decided to make his home under the verandah.
He was a funny-looking dog. It was hard to say what sort of breed he was. We thought he might be a labra-kelpie-collie with just a dash of dingo. But we knew he was definitely big, brown, hairy and friendly.
We decided to call him School Dog and we all loved him. When the teacher wasn’t looking, we would share our lunches with him, especially banana sandwiches. He liked them best of all.
It wasn’t long before School Dog decided to take on some responsibilities around the place.
For example, he became Snake Monitor. Every morning before the kids arrived, he would investigate every spot where snakes might be likely to hide: under the classroom, around the shed, in the bushes and near the rocks down by the creek.
During the night, when all the kids were home in bed, he took on the job of Rabbit Monitor. School Dog knew that rabbits like carrots, not to mention lettuce and cabbages, all of which the school tried to grow and sell. (So we could make money to buy library books.) So, his night-time job was scaring the bunnies away.
But his most important job was Round-Up Monitor. When the teacher rang the bell, School Dog had to get the kids ready for their lessons. That meant he needed to run around the playground, barking a lot and rounding-up the kids (all sixteen of us). Then he would make us stand in line, ready to march into the classroom. This was definitely School Dog’s favourite job.
Whenever visitors came to the school, he became the Greetings Monitor. In this role he would give a kindly bark and then rush out to give the visitors a friendly greeting.
This often meant bringing them one of the special toys someone had given him or a stick he had picked up or, on special occasions, one of his old, well -chewed bones.
This Greetings Monitor job sounds easy but, in fact, it was the job that got School Dog into serious trouble one day. That was the day all the children remembered as ‘School Dog’s big mistake’.
* * *
Everyone later agreed that the trouble was that the visitor arrived at the school gate carrying a strange black case. For some reason, School Dog seemed to think that the black case looked suspicious. Forgetting his usual practice, he jumped on the visitor and knocked him to the ground. Then he put his front paws on the man’s chest, looked him in the eye and growled. In fact, School Dog growled a lot.
Unfortunately, this visitor was not an ordinary visitor at all. The visitor that School Dog had pinned down was the District School Inspector! Worse still, the Inspector was well known as a kindly man. Whenever he visited schools he always brought along his violin (in a strange black case) because he loved playing music for the children.
But on this occasion, the kindly District Inspector was not feeling particularly kindly at all. In fact, he was very angry indeed!
‘Get this big, hairy beast off me!’ he shouted. ‘This dog is a maniac! HELP!’
People said his cries could be heard two farmhouses away.
Everybody came running—the teacher, the kids, nearby farmers and even two stray cows that happened to be grazing along the roadside. Eventually they managed to persuade School Dog to get off his captive. They then took the Inspector inside, brushed him down, smiled a lot and gave him a cup of tea with homemade scones.
But the Inspector was having none of it (except, of course, the tea and scones).
‘How dare you have this wild beast on school property!’ he exclaimed. ‘He is a public menace. He is a threat to life and limb. I shall report this to head office. Call the pound right now and have him taken away!’
Well, the teacher cried, the farmers buttered some scones, the cows mooed and the children sobbed. In all the commotion nobody noticed that School Dog had quietly trotted away and gone outside.
Then, in the middle of yet another rave from the Inspector, School Dog returned. He had found the violin case and was holding it carefully by the handle in his mouth. He placed it at the Inspector’s feet and looked up at him with sad, begging eyes. Then School Dog barked softly as if to say, ‘Won’t you play us a tune please? Your music might make us all happy again.’
You can tell from this event that he was no ordinary dog. He was a very clever dog indeed. And if it can be said that a dog can be wise, then School Dog was a very wise one because before long the District Inspector had forgotten all about what had happened. He took his violin out, played some happy, foot-tapping tunes, ate more scones and declared that every school in the district should have a dog like School Dog.
Meanwhile, School Dog began to carry out his other job. You see, he was also School Clean-Up Monitor, which meant he needed to eat up any food scraps that happened to be lying around the place. And on that particular day, there were quite a few crumbs that required his attention.
Questions:
1. How many teachers and students are at the bush school?
2. What type of sandwich does School Dog like best?
3. Where did School Dog look for snakes?
4. Why was the school trying to grow vegetables?
5. What was the big mistake that School Dog made?
6. What was in the black case?
7. How did school dog make up for his big mistake?
8. Can you illustrate your favourite part of the story?
Identifying Descriptive Language – Verbs and Adverbs
The Hare and the Tortoise
A hare and a tortoise once lived in the same village. The hare teased the tortoise
for being too slow. He always complained that the tortoise took a long time to
get places.
The tortoise finally decided that enough was enough. He bravely challenged the hare to a race. The hare and
the other animals laughed endlessly at the tortoise for his silly suggestion. At last, the hare agreed to the
tortoise’s challenge.
The tortoise and the hare excitedly prepared for the race. The starting gun
exploded loudly to start the event. The hare disappeared immediately. The
tortoise was so far behind that he foolishly decided to have a nap in the
warm sun.
The tortoise plodded towards the finish line. He eventually passed the sleeping
hare. When the hare finally woke, he could not see the tortoise. The hare
thought that he was still in the lead. To his surprise, when he speedily crossed
the finish line, the other animals were cheering. The tortoise had already
won the race!
• Verbs are doing words.
Underline the past tense action verbs and saying verbs in red.
• Adverbs are words used to describe verbs (when, where or how).
Underline the adverbs describing the action and saying verbs in purple.
• Remember, not every verb will have an adverb connected to it.
Adverbs
Adverbs are words that tell us more about verbs. They provide information
about how, when and where the action happened.
Adverbs often end in ‘ly’. Some examples include:
1. Choose an adverb from the box to complete the sentences below.
a) The snow fell ___________ on the ground.
b) The mouse ran _________ across the room.
c) ___________, she turned into a toad.
d) The snail crawled ____________ .
e) The elephant stomped ___________ .
2. Underline the adverbs in these sentences.
a) The class walked slowly around the museum.
b) We eagerly explored the dinosaur exhibition.
c) Jack looked carefully at each exhibit.
d) The boys sat outside and ate their lunch quietly.
e) The students ran quickly to catch the train.
f) The steam train chugged steadily along the tracks.
g) The school trip was exhausting.
3. Choose an adverb from the box to complete the sentences below.
a) Dad took a ______________long time to cook dinner.
b) The rain _______________stopped.
c) The doorbell rang ______________.
d) The movie was _________________exciting.
4. Write three sentences of your own that include an adverb to describe a verb or another adverb. Remember
to use capital letters and other correct punctuation.
a)
b)
c)
softly slowly instantly heavily quickly
softly slowly quickly immediately quietly
An adverb modifies a verb, an adjective or another adverb.
An adverb can be confused with an adjective. If the word describes a noun, it is an adjective.
If the word describes a verb or another adverb, it is an adverb.
T2 Wk1 – Earth & Space Our Place in Space Vocabulary
Match the words in the text box to their meaning.
asteroid belt
solar system
chromosphere
comet
ellipse
metor
terrestrial planets
solar wind
corona
geocentric
nebula
1
The middle layer of the sun's atmosphere.
2 The region of the solar system between the orbits of Mars and Jupiter, where
many asteroids are found.
3
An elongated circle, or oval shape; the shape of the planets' orbits.
4 A ball of ice and dust whose orbit is a long, narrow ellipse.
5 A streak of light in the sky produced by the burning of a meteoroid in Earth's
atmosphere.
6 The name given to the four inner planets: Mercury, Venus, Earth, and Mars.
7 A stream of electrically charged particles produced by the sun's corona.
8 A description of the solar system in which all of the planets and the sun
revolve around the Earth.
9
A giant cloud of dust and gas in space
10
The outer layer of the sun's atmosphere.
11 The collection of eight planets and their moons in orbit round the sun, together with smaller bodies in the form of asteroids, meteoroids, and comets.
Activity 1
During this activity you will explore the Earth and our solar system.
From what you already know, discussions with an adult, readings at the end of this booklet and notes taken
when accessing a device, complete the table
Questions Answers
What is a planet?
Name some planets
Which planets in our solar
system are rocky planets?
Which planets in our solar
system are gas giants?
What do all planets in our
solar system have in
common?
What are dwarf planets?
What is Kepler?
What does the term ‘conservation of angular momentum’ mean?
Science – Earth & Space – Our Place in Space
Tornado in a Jar - Worksheet
Name Date
Tornado in a Jar -
Worksheet
1. Draw a diagram below, with labels, that shows the results of swirling the jar.
2. Explain how the ‘tornado’ was formed.
5K (Mrs Wasley) – Learning from Home Timetable Friday 1st May 2020 Online Activities Offline Activities
Morning Session Approx. 1 hours
Sentence of the Day
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The old man walked to the shop.
Tell how he walked.
The lion crept up on its prey.
Tell how it crept.
The girl played her drums.
Tell how she played her drums.
NB:- Weeks program on Classroom just complete and save each day and submit on Friday.
Authors often use adverbs (words used to describe verbs, adjectives or other adverbs) in order to make their writing more interesting. Use adverbs to describe the underlined verb in these sentences so that they are more interesting.
The old man walked to the shop.
Tell how he walked.
The lion crept up on its prey.
Tell how it crept.
The girl played her drums.
Tell how she played her drums.
Movement Break 10 squats, 10 push ups, 10 sit ups (repeat x 3)
Reading Comprehension
Watch BTN Esp. 10, 2020 Choose a story and retell it in your own words. Submit your response.
Watch BTN Esp.10, 2020 If unable to watch read “Wonderchicken’ from Esp.9 31/3/2020 transcript and complete the questions.
Movement Break 5 minutes free choice – make sure you’re moving!
Grammar/Puncuation
Proof reading Homophones activity
Proof reading Homophones activity Remember:- homophones are words that sound the same but have different meanings.
Writing
Complete and publish - Roll a Winter Story –remember to submit your completed story via Classroom.
Complete and publish - Roll a Winter Story –remember to submit your completed story via Dojo.
BREAK
Middle Session
Approx. 1 hours
Maths – Warm Up
Create a pattern starting at 2.05 that someone else can continue.
Create a pattern starting at 2.05 that someone else can continue.
Word Problem
The Teacher wrote the numbers 3,5and 6 on the blackboard and asked the children to find the largest and smallest multiplication possible using them. The ONLY restriction was they multiplied 2-digits by 1-digits. What were they?
The Teacher wrote the numbers 3,5and 6 on the blackboard and asked the children to find the largest and smallest multiplication possible using them. The ONLY restriction was they multiplied 2-digits by 1-digits. What were they?
Introduction to Lesson
Patterns can also be made using geometric shapes.
Patterns can also be made using geometric shapes.
Resources: any of the following will work - paddle pop sticks, straws, teaspoons, match sticks, toothpicks, twigs out of the garden Let’s look at how to create a pattern of geometric shapes. • Make a set of triangles as shown below using toothpicks, straws, twigs etc.
• The number of triangles made is recorded in the top boxes. • How many sticks or straws used altogether after each triangle is added is recorded in the bottom boxes. This information from your shape pattern can be put into a table to work out how many to continue the pattern. This is shown below. It is called a table of values - numbers and values arranged in rows and columns to display patterns.
Q1. Use your straws (etc) to make the triangles shapes to continue the pattern.
a) Count the number of straws used in total as each triangle is made. Add the numbers to the above table.
b) As the number of triangles increase by 1, how many straws are added to the pattern? _________________
How are the top and bottom numbers in each column connected? How could you work it out? What rule could you use to find the connection between the terms (term: one of the numbers in a sequence or pattern), 1 and 3 in the first column? To check this rule, go to the second column, 2 and 6, and see if the rule works with these terms.
Resources: any of the following will work - paddle pop sticks, straws, teaspoons, match sticks, toothpicks, twigs out of the garden Let’s look at how to create a pattern of geometric shapes. • Make a set of triangles as shown below using toothpicks, straws, twigs etc.
• The number of triangles made is recorded in the top boxes. • How many sticks or straws used altogether after each triangle is added is recorded in the bottom boxes. This information from your shape pattern can be put into a table to work out how many to continue the pattern. This is shown below. It is called a table of values - numbers and values arranged in rows and columns to display patterns.
Q1. Use your straws (etc) to make the triangles shapes to continue the pattern.
Count the number of straws used in total as each triangle is made. Add the numbers to the above table. As the number of triangles increase by 1, how many straws are added to the pattern? _________________
How are the top and bottom numbers in each column connected? How could you work it out? What rule could you use to find the connection between the terms (term: one of the numbers in a sequence or pattern), 1 and 3 in the first column? To check this rule, go to the second column, 2 and 6, and see if the rule works with these terms.
The rule is __________________________________ It is important to test your rule with every new set of terms in a pattern.
How could you use the connection between the top and bottom numbers to find higher terms in the pattern that are not included in the table? You can do this without making the shapes out of straws.
Q2. Use the rule to work out how many straws you would need to make the following number of triangles. Some working has been given to help you. a. 10 triangles
10x ____ = _________
b. 25 triangles ____ x 3 =_________
The rule is ___________________________________ It is important to test your rule with every new set of terms in a pattern.
How could you use the connection between the top and bottom numbers to find higher terms in the pattern that are not included in the table? You can do this without making the shapes out of straws.
Q2. Use the rule to work out how many straws you would need to make the following number of triangles. Some working has been given to help you. c. 10 triangles
10x ____ = _________
d. 25 triangles ____ x 3 =_________
Lesson Activity
Now it is your turn
This pattern of shapes is made with teaspoons.
Number of squares
1 2 3 4 5 6
Number of teaspoons
4 8
Complete the table of values to match this
pattern of shapes. It shows the number of squares and the number of teaspoons.
How would you describe the pattern in the table of values? ___________________________________
Here are some different ways you might describe the shape pattern.
It looks like the four times tables.
Now it is your turn
This pattern of shapes is made with teaspoons.
Number of squares
1 2 3 4 5 6
Number of teaspoons
4 8
Complete the table of values to match this
pattern of shapes. It shows the number of squares and the number of teaspoons.
How would you describe the pattern in the table of values? ___________________________________
Here are some different ways you might describe the shape pattern.
It looks like the four times tables.
The number of teaspoons increases by 4 with each shape
The number of teaspoons divided by 4 equals the shape number.
What is the rule for continuing this shape pattern? Circle the correct answer.
You multiply / add to the number of squares by 4 / 2
Answer the question below about this
pattern of hexagons.
a. Below is a table of values to much
this pattern of shapes. Write the
missing term to match the total
number of sides with the number
of shapes.
Number of shapes
1 2 3 4 5
Number of sides
6 12
Describe the pattern that is created in the table of values in as many ways as you can.
Describe the pattern, helps you to work out the rule for calculating the number of sides need to make the shape of any given size.
The rule is: you multiply the number of shapes by________. The rule you have written connects the number in the top row with the number in the bottom row of the table of values. This rule can be used to calculate the number of hexagons at any position in the pattern.
Look at the table of values below. The rule is you multiply the position in the pattern by _________________ .
Using this rule, how many sides would it
take to continue the pattern and make the
The number of teaspoons increases by 4 with each shape
The number of teaspoons divided by 4 equals the shape number.
What is the rule for continuing this shape pattern? Circle the correct answer.
You multiply / add to the number of squares by 4 / 2
Answer the question below about this
pattern of hexagons.
b. Below is a table of values to much
this pattern of shapes. Write the
missing term to match the total
number of sides with the number of
shapes.
Number of shapes
1 2 3 4 5
Number of sides
6 12
Describe the pattern that is created in the table of values in as many ways as you can.
Describe the pattern, helps you to work out the rule for calculating the number of sides need to make the shape of any given size.
The rule is: you multiply the number of shapes by________. The rule you have written connects the number in the top row with the number in the bottom row of the table of values. This rule can be used to calculate the number of hexagons at any position in the pattern.
Look at the table of values below. The rule is you multiply the position in the pattern by _________________ .
Using this rule, how many sides would it
take to continue the pattern and make the
following number of shapes? Show your
working.
Turn In Task
1. Use straws etc to create a shape pattern then draw it in the space below.
a. How many pop sticks or straws did you use in each part of the pattern? Complete the table of values to describe your pattern.
Number of shapes
Number of sides
b. What is the rule for determining the number in the bottom row in the table of values? ___________________________________ c. What is the connection between the top and bottom numbers? ___________________________________
following number of shapes? Show your
working.
Turn In Task
1.Use straws etc to create a shape pattern then draw it in the space below.
a. How many pop sticks or straws did you use in each part of the pattern? Complete the table of values to describe your pattern.
Number of shapes
Number of sides
b. What is the rule for determining the number in the bottom row in the table of values? ____________________________________ c. What is the connection between the top and bottom numbers? ____________________________________
NAPLAN ?
Movement Break 5 minutes kicking, throwing or bouncing a ball
PDH Wellbeing Activity - I am an Amazing Person!’
Well Being Activity –‘I am an Amazing Person!’
BREAK
Afternoon
Session
Approx. 1 hour
HSIE
Australian Colonies – Watch ‘A Colonial Puzzle’ and complete the jigsaw doc. https://online.clickview.com.au/share?share
code=95e3a0a
Australian Colonies – Complete the worksheet ‘Developing the colonies – 1’. Read and answer the questions.
Movement Break Play a song of your choice and dance!
PDHPE Finish the week off by playing the game you created at the end of last term again with your family. Can you add in a variation this time?
Finish the week off by playing the game you created at the end of last term again with your family. Can you add in a variation this time?
