Complete Education Australia Grade 6€¦ · Complete Education Australia Grade 6 Term 2 Complete...

Complete Education Australia

Grade 6

Term 2 CompleteEducationAustralia–Grade6,Term2© 1

Complete Education Australia – Grade 6, Term 2 © 2

Term 2 Book List: “My Side of the Mountain” Written by Jean Craighead George Research books on Falcons

You do not have to buy this book; you can borrow this from your local library.

The Learning Folder: Each subject has specific work samples scattered throughout the term. They have been carefully designed to showcase your child’s learning experiences. These work samples will be essential when moving through the homeschool registration process. They will demonstrate not only what your child has accomplished, but also highlight the areas of the curriculum that have been met. Each work sample is backed up by the specific content descriptors in the Australian curriculum. This is designed to give you, the parent complete peace of mind, knowing that your child is learning all that the curriculum has required.

An A3 folder with plastic sleeve inserts is a great way to display precious work of various sizes. You could also use a scrap- book but the work is not so protected. This folder is designed to keep your child’s precious work for the year. They will have this folder to look back on and recall the various learning experiences they have enjoyed. Take photos of them as they imagine, design and create pieces of work and include these with the work samples. Each year start a new learning folder. In the future your child will have the thrill of looking back through each years learning folder and see clearly what they have accomplished.


Grade 6, Term 2 English – Week 1 You Will Need: Scissors, plastic sleeve display folder, coloured markers, paint, box

Activities: Novel: “My Side of the Mountain” by Jean Craighead George Read chapters 1 and 2.

Lesson 1: Spelling: who’s o’clock here’s grandma’s boys’ actor’s boss’s babies’ mustn’t man’s chef’s brother’s everyone’s baby’s advertiser’s parent’s

Each week you will have a list of spelling words. These are an easy start to the term! They will get trickier as you go along. You will have a different activity each week that will help you with learning your words in a fun way.

“Letter hunt” – Print off the letters and cut them out. You will see that all the letters that belong to one word are in the same colour. Count the letters before you begin. Ask a parent to hide the letters around the room or in the garden. Find the letters, run them back and organise them into your spelling words. Play a few times through the week and you will get faster putting them together. You can even time yourself and record your times.

Lesson 2: Language: In this lesson you will discover various aspects of language that are highlighted from the novel you are reading. This helps the language activities make sense. You will find many language activities include vocabulary activities. These are so valuable. Every new word you discover, gives you an extra word to express yourself in your writing or speech. New words are like treasures. Take the time to enjoy gathering them so you can use them yourself.

In this lesson you will discover what a protagonist is.

Keep your language and literature activities in a plastic sleeve display folder. That way you can enjoy looking back at all you have done at the end of term!


Lesson 3: Handwriting Don’t underestimate the importance of handwriting. Many people say that since we have computers, handwriting is no longer important. Not true! Many of the most important things we write will be written by hand. Cards, letters and signing paper work are all done with handwriting. Handwriting is a very important way to share your thoughts and ideas. It is vital that others can read and enjoy what you write.

Find a quiet place, put on some of your favourite music and complete your handwriting activity sheet

* Print and colour the title page for your display book.

Lesson 4: Literature Study Each week you will get a literature activity sheet.

This activity sheet will ask you to recall information that you have read or give your opinion on what is happening in the novel. This is a great way to really explore the novel, rather than just reading and forgetting much of what you read.

Over the next few weeks, you will be doing many creative activities based on the novel. This week you can begin your diorama. Each week you can add things that represent what is happening in the novel.

Get a box (larger than a shoe box so you can continue to add to it). Paint the outside black and the inside a neutral colour or black. This will be a good base to work from. You might prefer to make your model on top of a base. You can work out the way you would like to do it.

Lesson 5: Literacy Planet Log on with your username and password. If you are new to Literacy Planet, close off the leaderboard and then begin yourself at Number 1, unlocking new levels as you go. If you’ve already begun your Literacy Planet journey, continue on, unlocking and learning as you go.







The protagonist in most novels features the main character or “good guy”. The main protagonist of My Side of the Mountain is a very enterprising and courageous boy, Sam Gribley, who decides to spend a year by himself in the wilds of the Catskill Mountains. Think back on some of your favourite characters from past novels you have read or movies you’ve seen. What do you think makes for an especially interesting protagonist? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw your favourite protagonist

My Side of the Mountain

Language – Chapters 1 & 2


VOCABULARY

Choose a word from the list to complete each sentence

inspired tethers folly tinder exhibited

departure congregate emphatic glorious misstep

1. John’s butterfly collection will be ____________ at the Community Hall all day Saturday.

2. Everyone in the nursing home thought it was _________ for Marjorie to go bowling so soon after her surgery.

3. I really felt ____________ after hearing the astronaut’s speech.

4. When the crowd began to ____________ in front of the drug store, everyone was afraid of a stampede.

5. Mrs Henderson was quite ____________ when she told the class to be quiet.

6. Sam found some ____________ under the spruce tree which he used to start the fire.

7. The only ____________ made by the sheriff was taking the suspect at his word.

8. Her ____________ was accompanied with a lot of fanfare.

9. The artwork was attached to the wall by a number of thick ____________.

10. Jasmine awoke to a ____________ spring morning.


Language – Chapters 1 & 2



Describe Sam’s new winter home. Please include at least three details. ________________________________________________________________________________________________________________________________________________________________________________________ Describe the setting of the first chapter. ________________________________________________________________________________________________________________________________________________________________________________________ On what date does the Novel begin? ______________________________________________ What was Sam’s main worry during the snowstorm? __________________________________________________________________________________________________________________________________________ Sam’s trained falcon was named ______________________ Sam was originally from the city of ___________________ where he had lived with his parents, four brothers and _____ sisters.


Literature – Chapters 1 & 2



Grade 6, Term 2 Mathematics – Week 1 You Will Need: Scissors, pegs, masking tape

Activities:

Lesson 1: Formula of a right angle triangle= Base x Height/2 https://www.youtube.com/watch?v=RNnY--1jScg

Use some masking tape to create some triangles and rectangles on the ground. Use the two formulas you now know for 1) Area of a Rectangle - Base x Height 2) Area of a right angle triangle – Base x height /2, to find the area of your shapes. In this example you can see the person made two right angle triangles next to each other. Be creative. Write the area of your triangles and rectangle on the ground with chalk or tape.

Lesson 2: Mathletics: MG Measurement – Length & Area, Area: Squares and Rectangles. Recall the formula for the right angle triangle. In this activity you will use another formula for finding the area of squares and rectangles. You might notice it is the same but with triangles it is halved. That’s because if you draw a line diagonal across a square or rectangle you will cut it in half. A triangle is half of a rectangle or rectangle.

Lesson 3: Mathletics: NA Decimals – Adding and Subtracting, Decimal Compliments In this activity, you will enter the decimal complement that adds to the first number to give 1.


Lesson 4: Prime and Composite numbers: WORK SAMPLE Watch the following clip to get started: https://www.youtube.com/watch?v=GxexQMHtFB8

When you look at a number, you have to ask yourself, “can any numbers be x together to make this number?” If not, it is prime. For example; 17. You cannot x any two numbers except 1 x 17, so it is a prime number.

As you have seen, Prime numbers have only 2 factors, themselves and 1.

Composite numbers have many factors. For example’ 12. You can x 3 x 4, 2 x 6 and 1 x 12. This makes it a composite number.

Get some practice at identifying prime and composite numbers by playing the peg game. Print the cards, cut them in half so that you have a question card and an answer card.

Place all the answer cards face down on the table. Put a timer on and see how long it takes to identify the prime numbers in the first card. When you completed the first card with pegs, check the answer cards to see you have not missed any. See if you can beat your time by doing the next card. Ask a parent to take some photos of you while you complete this task. Add these to your “Learning Folder”.

Lesson 5: Mathletics: NA Multiples, Factors & Primes. Prime and composite You are by now, an expert on prime and composite numbers. Use your knowledge to identify these in the Mathletics activity.



13 Pick, Flip, Check Prime Numbers

Up to

15

Use a clothespin or clip to pick the prime numbers up

to 15. Flip the board to see if you are

correct

1 13 Pick, Flip, Check Prime Numbers

Up to 15 Answers

Did you pick all

the prime numbers up to 15?

2 0 2 10 5 5 11 8 11 4 9 7 3 7 3 6 14 12 15


Up to

45



correct


Up to 45 Answers

Did you pick all

the prime numbers up to

45?

29 2 30 2 10 37 37 15 11 11 23 3 23 3 5 7 5 7 20 4 41 31 41 31



Up to

15



correct


Up to 15 Answers

Did you pick all

the prime numbers up to 15?

1 2 0

10 5 5 11 8 11 4 9 7 3 7 3 6 14 12 15


Up to

45



correct


Up to 45 Answers

Did you pick all

the prime numbers up to

45?

29 2 30 10 37 37 15 11 11 23 3 23 5 7 7 20 4 41 31 41 31


Grade 6, Term 2 Science: Extreme Earth Changes Week 1: Cyclone You Will Need: Jar (plastic may be safer), water, dish soap

Activities: Cyclones are violent storms that can be more than 960 kilometres across. The winds of a cyclone can reach speeds of over 320 KPH and usually move inwards and upwards. The cyclone itself just moves between 16 and 32 KPH over the open ocean. Cyclones form above oceans with warm water. The warm water releases heat and energy that causes these violent storms. The winds of a cyclone always rotate in a counter-clockwise direction around the “eye” of the storm. Tropical storms that occur in the Northern Hemisphere always rotate anti-clockwise, and storms in the Southern Hemisphere rotate clockwise. The “eye” is the centre of a cyclone and is the calmest part of a storm. When these storms come near the coast, they cause a lot of damage to buildings, cars and trees.

In several parts of the world, tropical storms can occur. They all form above warm ocean waters. There are however, three different names for these same types of storms. Tropical storms that occur in the Atlantic Ocean, Gulf of Mexico and the Eastern Pacific Ocean are called Hurricanes. Cyclones/Typhoons occur in the Western Pacific Ocean. Cyclones form in the Indian Ocean, Bay of Bengali and Australia.

All these storms move to the west. This is a result of the rotation of the Earth that forces the storms to move in that direction.

Skwirk: Science: Science Understanding, Earth and Space Sciences, Cyclones Have a look at this timeline to see some of the cyclones that have affected our world: http://www.australiangeographic.com.au/topics/science-environment/2011/02/australias-worst-cyclones-timeline/

This clip will give you even more information: https://www.youtube.com/watch?v=SSx_gisp24w

Exercise 11: Match the words with their synonyms.

Hurricanes are violent storms that can be more than 600 miles across. The

winds of a hurricane can reach speeds of over 200 mph and usually move

inwards and upwards. The hurricane itself just moves between 10 and 20 mph

over the open ocean. Hurricanes form above oceans with warm water. The

warm water releases heat and energy that causes these violent storms. The winds of a hurricane always rotate in a counter-clockwise

direction around the e e of the storm. Tropical storms that occur in the Northern Hemisphere always rotate anti-clockwise, and

o m in he So he n Hemi he e o a e clock i e The e e i he cen e of a hurricane and is the calmest part of a storm. When

these storms come near the coast, they can cause a lot of damage to buildings, cars and trees.

In several parts of the world, tropical storms can

occur. They all form above warm ocean waters.

There are, however, three different names for these

same types of storms. Tropical storms that occur in

the Atlantic Ocean, Gulf of Mexico and the Eastern

Pacific Ocean are called Hurricanes. Typhoons occur

in the Western Pacific Ocean. Cyclones form in the

Indian Ocean, Bay of Bengal and Australia.

As you might have noticed in the picture on the left.

All these storms move to the West. This is a result of

the rotation of the Earth that forces the storms to

move that direction.

fierce

warm and humid

spin

center

shore

division

power

eye

hemisphere

rotate

coast

violent

energy

tropical

Exercise 10: Choose the best answers for the questions below.

1) How strong can the winds of a hurricane become? a. 600 mph b. between 10 and 20 mph c. 200 mph d. 400 mph

2) Hurricanes are formed .. a. by the eye b. above warm ocean waters c. by global warming d. in windy areas

3) Cyclones are different from hurricanes and typhoons because .. a. they move to a different direction b. they rotate clockwise c. they only occur in the Southern Hemisphere d. B and C are correct

4) Hurricanes .. a. don t form above land b. have the strongest winds in the eye c. move towards the east d. only form in the Atlantic Ocean

5) The rotation of the Earth causes .. a. typhoons to move west b. the (anti) clockwise rotation c. violent storms d. A and B are correct

6) T hoon fo m in he Ocean a. Atlantic b. Indian c. Pacific d. Arctic

7) Hurricanes, typhoons and cyclones occur near the equator. a. true b. false


Cyclone in a Jar: Fill the jar ¾ with water. Add a squirt of dish soap. Put on the lid and experiment with shaking. There are a few different ways to make the cyclone. See which method works best for you.

What is happening with this experiment? When you shake/spin the bottle, the circular motion causes a vortex that looks like a cyclone. This is happening due to centripetal force. Centripetal force is an inward force directing the fluid towards the centre of its circular path. Natural Vortex’s are Tornado’s, Water Spouts, Whirlpools, Cyclones and Hurricanes.



Grade 6, Term 2 HASS – History – Australian Federation: Week 1: Aboriginal Society and Government You Will Need: Scissors, Blu-tac, paint

Activities: This term we will be looking at why and how Australia became a nation. We will also learn about some significant people who made an impact in the development of Australian society. Having a great knowledge about the past allows you to make informed choices about the future. As you grow and begin to vote and make decisions about the future of Australia, you will be able to recall the past and the many lessons learned. This will give you real wisdom to use when making decisions.

The study of government in Australia begins with the Aboriginal societies who established themselves here thousands of years ago. When European settlers arrived in Australia, there were hundreds of different Aboriginal cultures across Australia. These cultures had their own laws and ways of living but most of them shared certain similarities. All aspects of Aboriginal society were connected to the Dreaming, which is generally understood to be Aboriginal spirituality. People often talk about how a government is structured or how it works, but you can also talk about what government does. All governments have basic duties, such as looking after their people and their land. Governments also take care of their people's relationships with other groups of people. People can be governed by groups of people (such as governments) but they can also be governed by codes of behaviour or sets of rules. Little is written about Aboriginal government, but one way Aboriginal cultures fulfilled the basic duties of government was through the Dreaming, which was (among other things) a code of behaviour

This term you will have the chance to make a wall display timeline. This display will show you how each part of federation, fits into the past. Each week you will create a piece of work that can be placed on the wall display to show the fascinating information you have discovered.


Aboriginal Society prior to 1788 Introduction All human societies have ways of governing themselves. Government in Australia began thousands of years ago when descendants of Aboriginal people came to the continent.

Aboriginal settlers' ways of organising and governing themselves were very different from those used by the later European settlers. Although there were hundreds of separate Aboriginal cultures across Australia, there were some features that most cultures shared. This chapter looks at some of the common features of Aboriginal societies.

Family Aboriginal family organisation was very different to that of Europeans. Aboriginal families lived together in large groups and shared food and other resources with each other. They also shared tasks such as caring for children, making tools, hunting and building shelters. The children considered many adults to be their parents, not just their biological mother and father. Likewise, many people were considered aunts, uncles and cousins.

Home Aboriginal people built shelters around campsites or slept out of doors near small fires. But they did not always live in one place. Throughout the year, many Aboriginal people would move to places where they could find what they needed, particularly food. When the food supplies in one place got low they would move somewhere else.

Each Aboriginal culture would move around within a certain area of land, which was their homeland. Each group was deeply connected to its homeland country and knew all its plants, animals, watercourses and geographical features very well.

Travel Although Aboriginal societies lived in their own areas of land, sometimes they also travelled further distances and in this way they came into contact with other groups. This helped the different cultures to form links with each other and to communicate news across the country.

Trade Due to the vast differences in environments across Australia, some things that could be found in one group's homeland could not be found in others. For this reason, groups would sometimes gather together to trade materials that were needed for tools, art or other purposes. At these gatherings, the groups would also hold ceremonies and arrange marriages.


Art Aboriginal cultures practised many art forms. They painted weapons, tools, rocks and their own bodies. They also engraved patterns, symbols and pictures into rock and wood and made sculptures out of these materials and out of wax. They had a rich tradition of song, poetry, stories and dance.

Education Older children learnt all these art forms as part of their formal education. The arts were connected to the law and learning them meant taking on the responsibilities that were part of being an adult. Younger children had less responsibility and were taught practical skills, such as how to gather food.

Conclusion All the aspects mentioned above were governed by laws and codes of behaviour that were understood as part of the Dreaming. The Dreaming is the English name for Aboriginal religion or spirituality. Its role in governing Aboriginal societies will be discussed in the next chapter.

Print the Boomerang activity sheet. On the activity sheet, write some of the interesting things you learnt about Aboriginal society and the way that it was governed. Some examples might be:

Information about traditional Aboriginal laws? Information about the “Dreaming” and how it affected behaviour?

After you have written the information, use the dot painting method to decorate the boomerang.

Suggestion: Paint the boomerang black. Use red, orange and yellow paint. Apply it using an earbud/cotton tip. Look at some aboriginal artwork online for inspiration.

Make a strip of coloured paper that is approximately 1.5 metres long. This will be your timeline. You can glue it to some paper as in the above example or just stick it on the wall as a line.

Print the timeline Labels – You may like to print these onto coloured paper to make them stand out more. Stick the timeline on the wall, ready to add the various pieces each week.

Print the timeline heading, decorate and stick it up above your timeline.





!


Prior to 1788 Aboriginal

Society/Government

1788 Early

Australian Colonies

1820 Governor with a

Council

1854 Eureka

Stockade

1856 The Colony had its own

constitution and representative parliament

1858 Adult males

allowed to vote

1888 Sir Henry Parkes

speech

1890’s Edmund Barton got the

draft constitution accepted by all colonies

1901 Federation took place

1901 Sir Edmund Barton First Prime Minister

1902 Women go to the vote

1902 Aboriginal vote

taken away

1903 Alfred Deakin

Second Prime Minister

1930 Aboriginal people started

protesting against constitution

1967 Referendum: Aboriginal rights

recognised

1967 George Reid

Fourth Prime Minister


Grade 6, Term 2 Health – Week 1: Your amazing brain You Will Need: 4 coloured plasticine, scissors, cardboard

PARENT NOTE: This unit satisfies the department of education Australian curriculum content descriptor regarding drugs: alcohol and other drugs (AD)

• Plan and practise strategies to promote health, safety and wellbeing(ACPPS054) • Examine the influence of emotional responses on behaviour and

relationships(ACPPS056) • Recognise how media and important people in the community influence

personal attitudes, beliefs, decisions and behaviours (ACPPS057)

Your child will be encouraged to discuss their learning with you as a family, each week.

Activities: The brain is an amazing part of the body. By learning more about how it works, we will be able to understand how various substances affect it. By keeping our brain healthy, we can use it to make great choices that keep the rest of our body healthy.

Watch this clip to discover some information about the brain: http://kidshealth.org/en/kids/nsmovie.html

Read some more information about the brain on the Kids Health website: http://kidshealth.org/en/kids/brain.html


Fun facts Did you know that our brains uses 20% of the body’s energy, but only makes up about 2% of its weight?

Our brain is surrounded by a liquid called cerebrospinal fluid, which acts like a cushion in case we bang our heads, and also helps keep infections out.

The human skull is made up of 22 bones joined together.

The brain can be divided up into six main areas: The frontal lobe The Parietal lobe The Occipital lobe The Temporal lobe The Cerebellum The Brain stem

Look at the picture and make your own brain model from four different colour plastacines- print the labels. Put the model brain on a piece of cardboard and glue the labels with arrows to each part of the brain.

Tools for Studying the Brain Scientists now have very sophisticated techniques for studying the brain. Three important tools that are used are PET and MRI. Each of these tools is described below.

Positron Emission Tomography (PET) scans. The advantage of this technique is that it can actually show which parts of the brain are more active than others.

Single-Photon Emission Computed Tomography (SPECT) scans. Similar to PET scans.

Magnetic Resonance Imaging (MRI). MRI uses radio frequency signals produced in a strong magnetic field to create an image of the brain and show what it looks like. MRI’s show the structure of the entire brain, as opposed to the other types of imaging, which show the specific parts that are working.

You will be looking at how these work in a few weeks.



The Frontal Lobe Reasoning, planning, parts of speech and movement, emotions and problem solving

The Parietal Lobe Senses touch,

pressure, temperature and pain

The Occipital Lobe

Controls Vision

The Temporal Lobe

Recognition of

hearing and memory

The Cerebellum Controls and coordinates

movements of the muscles

The Brain Stem

Not Shown


Grade 6, Term 2 PE – Week 1: Catching You Will Need: Tennis ball, bat, basketball

Activities: In the first few weeks of P.E, you will be working on various fundamental skills that are used in various sports. You will then move onto skills that are more specific for various sports.

WARM-UP Take your ball to a place where you have some space around you. . Throw the ball high into the air and clap once before catching the ball.

Next, try and clap twice and continue to see how many times you can clap and still catch the ball.

Map out 4 markers about 20 metres apart around the exercise area. Sprint to the first one, jog to the next, sprint to the third one and jog to the fourth. Do two laps of this running to really warm you up.

Skills: In pairs, with one ball, throw to one another practicing your catching.

Try throwing the ball higher and faster for the other person to catch. The object is to throw it so your partner is able to catch it but must move to do so.

In pairs, get close to one another (about 3 metres) throw underarm catches and move back one step when you have caught the ball. Continue until you get to a distance where you are unable to catch and throw. Put a marker at that spot and begin again. Can you beat your first distance?

Using a tennis ball, try throwing to another person who has a bat or racket. Can you throw it in such a way that they can get a good hit? Throw the ball to the batter 6 times. Swap roles and hit the ball 6 times.

Group Game: If you can ask your family or a group of friends to play, this game is a great way to practice your catching.

Form a circle with one person located on the outside of the circle. A large ball is thrown around the circle while the person running must attempt to beat the ball back to the starting position.


Grade 6, Term 2 Visual Arts – Week 1: Picasso Portraits You will Need: Lead pencil, scrap paper, art paper, paint, oil pastels (oil crayons) permanent marker

Activities: Pablo Picasso grew up in Spain where he was born on October 25, 1881. His father was a painter and art teacher. Pablo liked to draw from an early age.

When he was fourteen, Pablo attended a famous art school in Barcelona. A few years later he went to another school in Madrid. However, Pablo was bored with the classic teachings of art school. He didn't want to paint like people hundreds of years ago. He wanted to create something new.

In 1907 Picasso began to experiment with a new style of painting. He worked with another artist named Georges Braque. By 1909 they had created a completely new style of painting called Cubism. In Cubism the subjects are analysed and broken up into different sections. Then the sections are put back together and painted from different perspectives and angles.

They would break up the subject into many different shapes and then repaint it from different angles.

Although it looks like the picture is made out of cut up pieces of coloured paper, it is actually a painting.

Look at the lines, shapes, colour and style. What do you think about the strange fracturing of the face? Do you like the mixed up angles and the bold black lines? Sometimes it takes a while to be able to put aside all that you thought about art and just enjoy something completely new.

Begin by drawing three cubist style heads in a sketchbook.

Split them down the middle with a wavy profile-type line and draw different, crazy, opposite features on each side. Don’t panic if they look weird, you are not used to drawing this way. The stranger the better.

Pablo Picasso, Portrait of DoraMaar, 1937


This is just a draft, so don’t do too much detail. Connect the faces by allowing the hair from each to touch and blend with each other.

Copy your initial sketch onto art paper and outline with permanent marker.

Paint the portrait in various bright colours. Paint the background also.

Once dry, add patterns and detail with oil pastels (oil crayons)

Here are some finished examples:


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