Stage 3 Offline Weekly Learning Plan Week 8 Term 3

| NSW Department of Education

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Stage 3 Offline Weekly Learning Plan – Week 8 Term 3

Monday Tuesday Wednesday Thursday Friday

English Word Of the Day Complete the worksheet for Monday Spelling Fashion Start the day by completing a

LCWC with your new spelling

words. Complete 2 spelling

activities from the activities

sheet.

Grammar

Read the instructions and

complete the work on commas.

Reading

Choose an article to read from

the Kids News series (green is

easy, orange is medium and red

is hard). Read the article and

then answer the questions.

Make sure your questions are

full sentences and not one or

two word answers.

Green- Aussie cyclists score

first of six gold medals at Tokyo

English Word Of the Day Complete the worksheet for Tuesday. Spelling Fashion Start the day by completing a




sheet.

Reading Read for at least 20 minutes. It could be a novel or a cookbook or any type of text. Writing Read the attached story The Most Boring Street in the World Note how dialogue is used in the text. Write your own conversation about why your street is the most boring or most exciting street in the world.

English Word Of the Day Complete the worksheet for Wednesday Spelling Fashion

Start the day by completing a




sheet.

Reading Read a chapter of a novel that you have at home (it could also be a library book or whatever fiction text you are reading). Pretend you are one of the characters in the book. Write diary entry that retells the story from your point of view. Remember to tell what has happened and how you felt about it.

Writing Magpie Poem Writing a poem using your senses. Using Similes and Metaphors Follow the instructions on the

English Word Of the Day Complete the worksheet for Thursday. Spelling Fashion





sheet.

Grammar

Read the instructions and

complete the work on

apostrophe of possession and

brackets.

Reading Read a chapter of a novel that you have at home (it could also be a library book or whatever fiction text you are reading). Write a five question comprehension quiz for the story. Ask open response questions about events, characters, theme or author’s purpose. Begin your questions with the words Why, How,

English Word Of the Day Complete the worksheet for Friday. Spelling Fashion





sheet.

Reading Read a book or text of your choice for at least 20 minutes. Writing Connotation, Imagery & Symbolism Watch attached video if you can. Find the meaning of these terms. Complete the End Of Term description activity on Winter.

© NSW Department of Education, Mar-201

Paralympics

Orange- Health of hotdogs

versus wholefoods counted in

minutes

Red- Study finds ideal screen

hours for kids before

development and NAPLAN test

results are affected

Writing

Narratives

The Ideal Pet

Using reasoning, look at why

you would choose the ideal pet.

Complete the exercise and

share with your teacher.

Sheet.

Describe or Explain. After you have written the quiz, answer the questions.

Writing

Description

The Cat

Use adjectives, action words

and adverbs to write interesting

sentences about the cat.

Use the instructions to create

your poem

Break Break Break Break Break

Mathematics - Division Warm Up – Complete one column of division facts. Choose the page that matches your ability, either division by 2 or a mixture of 1-12. Option 1: View the Equal Groups Strategy and use this to complete the division using arrays worksheet.

Option 2: View the Division

lesson page on Formal Division

and complete the algorithms

attached.

Option 3: View the Division

Mathematics - Division Warm Up – Complete one column of division facts. Choose the page that matches your ability, either division by 2 or a mixture of 1-12. Option 1: v View the Division lesson page on Formal Division and complete the algorithms attached. Option 2: View the Division lesson page on Remainders and complete the algorithms attached. Option 3: Go on with the Show what you know pages.

Choose the option that is the

Mathematics - Division Warm Up – Complete one column of division facts. Choose the page that matches your ability, either division by 2 or a mixture of 1-12. Option 1: View the Division lesson page on Remainders and complete the algorithms attached. Option 2: Go on with the Show what you know pages. Option 3: Choose either to solve the word problems or write word problems to match the number sentences.


Mathematics – Angles You will need a protractor. Look around and write a list of where you see angles – can you name the angle? Angles explanation sheet and activity Angles sheet Write your name in block letters and measure the angles.

Mathematics - Angles You will need a protractor. Review angles from yesterday. Angles revision sheet Art and angles – see sheet for instruction

lesson page on Remainders and

complete the algorithms

attached.


best fit for your ability.



Break Break Break Break Break

PDH Supporting myself and others. Discuss with someone at home why it is important to maintain positive mental health. Go through the supportive action cards and decide which actions are most appropriate for the scenarios give.

History What was life like for the Aboriginal and Torres Strait Island Peoples in the Australian Colonies? This task is for 2 weeks.

Science Solid to gas to force task.

Geography

Biomes and Climate Conditions.

PE

Hand and racquet control.

Creative Arts iPad Photography Scavenger Hunt

This activity has numerous parts and will take more than one lesson. I will release a new part each week for four weeks. In this activity, the focus is on taking interesting photos using an iPhone/iPad or digital camera. Part one of the lesson is about familiarising yourself with your device. Part two is about ways to take photos to get the best outcome. Part three is about the hunt for the best picture and part four is editing and presenting the pictures to share with your class.

Check for your scavenger hunt art lesson each week - they will be numbered. You can find lesson one in your posted assignments on google classroom.

Word of the Day Monday Week 8

violate Definition

Sentence

5 Synonyms

Word of the Day Tuesday Week 8

Verge Definition

Sentence

5 Synonyms

Word of the Day Wednesday Week 8

verdict Definition

Sentence

5 Synonyms

Word of the Day Thursday Week 8

unruly Definition

Sentence

5 Synonyms

Word of the Day Friday Week 8

treacherous Definition

Sentence

5 Synonyms

Fashion Words List 1 clothing comfort fashion knitted model boundary clothes appearance design woollen expense pyjamas they’re you’re hire

List 2 flannel silk female original solo mirror elastic jeans jacket scarf comfort jumper gown skirt pyjamas

List 3 appearance fashion design pyjamas original comfortable scarves gaiter slacks apparel reversible mannequin garment petite regalia

Activity 1 Find the dictionary meanings of all the words in your list that are blue.

Activity 2 Write a paragraph about Fashion and use as many of your list words as you can

Activity 3 Draw a picture of a fashion item and hide as many of your list words as you can in your picture. Send to a friend to see if they can find them

Activity 4 Choose three words from your list that you can write in a creative way.

Activity 5 Code Breaking Use the A=1, B=2 code. Write three sentences using your list words. Send them to a friend to decode.

Activity 6 Crossword Use a grid 10 x 10 to create A crossword puzzle using your list words. Write the clues and send back to us.

Activity 7 Who Am I? Write a Who Am I clue for five of your spelling words. Eg I give protection to people: Shelter

Activity 8 Poetry Write an Acrostic Poem on a fashion item using as many spelling words as possible.

Activity 9 Syllabification Break your spelling list words into syllables. Eg vi/ bra/ tions

Activity 10 Mirror Image Can you write 5 of your list words mirror image? Eg

Activity 11 Type out your spelling words on your computer using four different fonts Eg herd

herd herd herd

Activity 12 Word Pyramids Write 4 of your spelling words as word pyramids Eg f fl fla flas flash flashi flashin flashing

Grammar Monday Week 8

Grammar Thursday Week 8

GREEN LEVEL (easiest)

Aussie cyclists score first of six gold medals at Tokyo

Paralympics Australia won the first two gold medals up for grabs at the Tokyo Paralympics in an incredible first day of

competition that put us at the top of the medal table.

We finished the day with 10 medals, including six golds.

The first two golds came within 15 minutes of each other in track cycling at the Izu Velodrome*.

Paige Greco kicked off Australia’s medal count when she obliterated* her own world record to win the C3

classification for the women’s 3000m individual pursuit.

Then Emily Petricola – who broke her own world record in the C4 class in the morning heats – won gold in her race in

even more dominant* fashion, lapping her American opponent, Shawn Morelli, with three laps still to go.

Greco, racing against China’s Xiaomei Wang, won her gold medal race easily in a time of 3mins 50.815sec, eclipsing

the world record mark of 3mins 52.283sec she set earlier in the day.

Greco was just too fast and strong for her Chinese rival from the

outset, opening up a lead of more than one second after the first

1000m, then finished more than four seconds in front.

Greco has cerebral palsy, which affects the right side of her body.

She has already won four world tiles, both in track and road cycling,

but this was her first Paralympic gold.

It was also a first Paralympic gold for Petricola, who was making her

Paralympic debut at age 41. Diagnosed with multiple sclerosis when she was 27, she was a latecomer to cycling but

has been guided by her friend and mentor*, Shane Kelly, a former world champion.

Morelli set off fast to try and rattle the Australian, leading through the first 500m, but was unable to maintain the

pace as Petricola caught up after nine of the scheduled 12 laps.

It was a golden start to day one of competition for Australia, with our swimmers continuing the medal rush in the

evening, adding four golds, a silver and three bronze to put Australia on top of the medal table.

Will Martin won Australia’s first swimming gold medal. Better known as a butterfly swimmer, Martin won the men’s

S9 400m freestyle in 4min 10.25sec.

In the very next race, Lakeisha Patterson also took gold in the women’s S9 400m freestyle final.

“It was such a hard race,” Patterson told Channel 7. “I knew it was going to be a tight one.

“I’m feeling more fried than a chook from KFC.”

The medal rush continued when Rowan Crothers won the men’s S10 50m freestyle final and Ben Popham took gold

in the men’s S8 100m freestyle.

QUICK QUIZ

What is the name of the track where the cyclists are competing in Tokyo?

Which of the Australian cyclists in this story won the first gold medal of the Paralympics and the first for Australia?

What did both of the Australian cyclists do in the morning heats?

What condition was Emily Petricola diagnosed with at the age of 27?

Which former world cycling champion has guided Emily Petricola?

Draw a sketch of the uniforms and equipment used by competitors in track cycling. Label your sketch to point out any features

that are designed to help in the sportsperson’s performance. (For example, the uniform may be skin-tight so that it is as

aerodynamic as possible.)

Then, draw a design for some new and improved uniforms and equipment for this sport. For the purposes of this activity,

imagine that there are no regulations and you are allowed to include any features you like as long as they are not harmful to any

competitors.

ORANGE LEVEL (medium difficulty)

Health of hotdogs versus wholefoods counted in minutes

Hotdog eating competitions sound like fun in theory, but they are best left to cartoon characters like Homer Simpson. A new

study has found that eating fresh foods adds minutes of healthy life each time, but processed* foods take healthy minutes away

– placing processed foods like hotdogs firmly in the ‘occasional treat’ basket.

The good news is that a portion of nuts adds almost 26 minutes a serve, while every banana brings a boost of almost 14 minutes,

so fresh foods help us to fight back.

The findings come from scientists at the University of Michigan in the US, who evaluated* more than 5800 different foods on

their nutritional value and the amount of carbon* needed to produce them.

The study’s Health Nutritional Index calculated the impact of various meals, snacks and drinks. Researchers found that swapping

as little as 10 per cent of a person’s diet from processed meats to natural, fresh foods like nuts, fruit and vegetables could add as

much as 48 minutes of healthy life a day. Researchers said this simple change also had clear environmental benefits, slashing a

person’s daily dietary carbon footprint by a third.

The humble but highly processed hotdog did not perform well in the study, with each hotdog taking the equivalent of more than

half an hour of healthy life.

“The 61 grams of processed meat in a hotdog sandwich results in 27 minutes of healthy life lost due to this amount of processed

meat alone,” the study authors said.

“Then, when considering the other risk factors, like the sodium* and trans fatty acids* inside the hotdog – counterbalanced* by

the benefit of its polyunsaturated* fat and fibres – we arrived at the final value of 36 minutes of healthy life lost per hotdog.”

But does that mean a lifetime ban on the best things in a bun? No – but the results reinforce something everyone already

knows: treats like hamburgers, hotdogs and soft drinks are not something anyone should be eating or drinking every day.

The study, published in the journal Nature Food, is based around healthy

life expectancy, which is the length of time a person has a good quality of

life and lives disease-free.

“The urgency of dietary changes to improve human health and the

environment is clear,” said Professor Olivier Jolliet, the study author.

“Our findings demonstrate that small targeted substitutions offer a

feasible* and powerful strategy to achieve significant health and

environmental benefits without requiring dramatic dietary shifts.”

For Sydney mother-of-two Erica Parker, the results were no surprise. She said making healthy choices was always a priority

when feeding her two sons, Scout, 2, and Courtland, 4.

“Courtland had never really had a burger until my second pregnancy,” she said. “I found it a lot harder to cook with him and

keep up with healthy eating during this time. So now it’s been a bit more challenging trying to redirect him to healthier options.”

“My other son Scout makes it easier by being incredibly fussy, so we can pick and choose healthy options.” Ms Parker said

But on special occasions, or when the family is short on time, her children still enjoy a cheeseburger.

“However, they do prefer chicken burgers over beef and bacon,” she said.

In fact, stepping away from red meat is something the Parkers share with many other families, including former meat eaters the

Ekstroms, with a dramatic shift in how often the average Australian eats meat, with just one in five now eating meat daily.

Nicole Ekstrom and husband Henrik made the move to veganism nearly five years ago and she describes her two children Lynn,

11, and Nils, 9, as “flexitarian” – or mainly vegetarian, with occasional meat and other animal products.

”Flexitarianism” is on the rise, with a poll of 1026 Aussies conducted by research firm Toluna finding no significant spike in

people becoming vegan or vegetarian, but big shifts among meat-eaters in the amount of red and white meat they eat per week.

One in four respondents said they had already cut back and a further 19 per cent were planning to do so.

Health was the primary driver of the trend. Of those reducing their meat intake, 65 per cent said they were doing so for health

reasons, 40 per cent said the high cost of meat was prompting their decision, and 30 per cent said they were motivated by

environmental reasons.

But other surveys suggest Australians exceed recommendations for meat eating. ABS data from December, for example, showed

that Australians were eating an average of 142.5g of meat and poultry products every day, or almost exactly a kilogram per

week, despite the Cancer Council and other health organisations saying we should eat a maximum of 455g of lean, cooked red

meat per week.

Meat was a nightly staple for most Australian families last century, but the Toluna survey found one in five people (20 per cent)

said they now ate meat every day. Forty-two per cent of respondents said they aimed for one or two meat-free days per week,

24 per cent go without it three or four days per week, and 8 per cent keep themselves vegetarian for five or six days per week.

Just 6 per cent said they never eat meat at all.

One in four respondents to the Toluna survey said they had tried plant-based protein alternatives, and of those, two in three

said they would eat them in future.

QUICK QUIZ

How many minutes of life was a serving of nuts found to have?

What was the cost in minutes of each hotdog eaten?

How many different foods were assessed in the University of Michigan study?

According to the Cancer Council, what is the maximum of red meat we should eat a week?

What does the team “flexitarian” mean?

Write a two-column list of the pros and cons of eating red meat in your diet.

Do you think your family eats too much or too little of this in your diet?

RED LEVEL (Hardest difficulty)

Study finds ideal screen hours for kids before development

and NAPLAN test results are affected

Too many hours spent playing video games at night is damaging school students’ reading and numeracy NAPLAN test

results, a new study has revealed.

Spending more than four hours on a school night gaming or trawling* the internet meant students were 15 per cent

less likely to attain a higher reading score and 17 per cent less likely to obtain a high numeracy score, the University

of New South Wales study found.

But using devices in moderation* on weekdays for between one and two hours a night improved NAPLAN reading

scores, with those children 13 per cent more likely to get higher reading scores than those who spent less than an

hour on devices.

The study’s author Raaj Kishore Biswas said time spent reading websites and solving tricky games could be behind

the benefits of screen time — however the study showed any benefits were lost when students use their devices for

more than four hours a night during the week.

“The results of this study show that parental monitoring and/or self-regulation of timing and intensity of internet use

and gaming are essential to prevent negative effects on academic performance,” he said.

Mr Biswas said these impacts were mainly because students would skip school, miss classes, or put less effort into

homework because of their addiction. According to the study, girls were at slightly higher risk of internet and gaming

addiction than boys.

The research used data from the Telethon

Institute’s Young Minds Matter survey of 1700

Australian students aged 11-17 and found girls

were slightly more likely to exhibit addictive

internet use than boys.

Secondary Principals’ Council president Craig

Petersen agreed moderate use of technology

was beneficial for students but said

unfortunately more students were now gaming

excessively.

“It is not uncommon to have children up to two

o’clock in the morning gaming and on Instagram but we know the brain needs a certain amount of sleep each night,”

he said.

In addition to hampering* academic success, he said students who spend a lot of time gaming had impaired* social

skills and could not regulate their emotional impulses.

“Anecdotally* children who engage in excessive use of technology we see presenting aggressive behaviours because

they lack the social skills to interact with their peers and teachers,” he said.

Sans Souci mum Larissa Arnold said her sons Ryan, 13, and Ethan, 9, played video games on the weekend and in

school holidays but not through the week.

“Generally I don’t like them gaming during the school term but once it gets to the weekend they can do whatever

they want,” she said.

QUICK QUIZ

What national student test is screen time being measured against?

How many students were included in the study?

How old were the students?

When are Ryan and Ethan allowed to use technology?

In which state do Ryan and Ethan live?

Write a set of guidelines for the children in your family on using video games and electronic devices. The guidelines

should be what you see fair for the kids and seen as acceptable by the adults.

In writing your guidelines, think about how much screen time is healthy and allows more than enough time to

socialise, exercise and play sport and spend quality time with your family and friends.

Share your guidelines with some classmates to compare.

Read for 20 minutes or a chapter of your book (whatever is longer, e.g. if your chapter only takes 5 minutes to read then keep reading). Then complete the activity below:

Book Title: __________________________________________________

Author: _____________________________________________________

Pretend you are one of the characters in the book. Write diary entry that retells the story from your point of view. Remember to tell what has happened and how you felt about it.

Read for 20 minutes or a chapter of your book (whatever is longer, e.g. if your chapter only takes 5 minutes to read then keep reading). Then complete the activity below:

Book Title: __________________________________________________

Author: _____________________________________________________

Pages read: ______ to ___________

Write a five question comprehension quiz for the story. Ask open response questions about events, characters, theme or author’s purpose. Begin your questions with the words Why, How, Describe or Explain. After you have written the quiz, answer the questions!

Writing Week 8 Monday

This week we are learning about stories. We call these narratives.

The Ideal Pet

We’re now going to think about our ideal pet. So, if you could have any animal at all as a pet, what would you like?

Now I want you to think of why you want this animal. And you’re going to go and find someone in your family and you are going to tell them what pet you would like and 3 reasons why you would like this pet.

Now let me tell you all about my ideal pet. My ideal pet is a chicken. Now I know that sounds like a pretty boring ideal pet, but here are my three reasons:

Reason 1: chickens eat all of the scraps so I wouldn’t have to throw out my leftover vegetables, fruit or bread. My chickens would eat that.

Reason 2: the chickens give me eggs and I love eggs! I use so many eggs in cooking and on toast so they will make me an ideal pet to give me my eggs.

Lastly, my third reason why I would love a chicken is I don’t need to take them for a walk. They are really easy to look after. I would just let them out during the day, they would peck the grass - so I wouldn’t have to mow the grass as much - and I don’t need to walk them!

So, they’re my 3 reasons for wanting a pet chicken.

Your job is to go and find someone in your family and tell them the 3 reasons you would like your ideal pet.

It's your turn!

▪ If you could have any animal as a pet, what animal would you want?

▪ Describe your ideal pet using interesting adjectives. Remember, adjectives are describing words.

▪ Give three reasons why you want this pet. Use persuasive language and information to support your reasons.

Writing Week 8 Tuesday

Writing Activity

Read the story : added sheet

The Most Boring Street in the World

Note how dialogue is punctuated

Write a conversation between you and your best friend discussing why your street in the most boring or exciting street in Albury.

• Please note that you will have to writing using dialogue and there are some rules you will need to use when writing this conversation.

• Your conversation needs to be about 300 words long.

The Most Boring Street in the World AUSTIN STOOD BY his front gate.

He looked one way. Then he looked the other. ‘This has to be the most boring street in the world,’ he muttered to himself.

A voice at his shoulder surprised him by saying: ‘No, it isn’t!’

The voice belonged to a girl. ‘I’m Jade,’ she said. ‘I live two houses down. I saw you when you moved in last weekend. What you said isn’t true, you know. We live on a very interesting street.’

‘Yeah, right!’ said Austin. ‘It’s nowhere near a mall. It’s not on a bus route. There’s no skate park. And everything’s old. What’s there to do? A great big fat nothing. BORING!’

Jade looked at him. ‘Come with me to the end of our street,’ she said. ‘I might be able to change your mind.’

‘Not likely,’ said Austin.

But he had nothing better to do, so he followed Jade anyway. Two houses down he saw a parked car with a trailer attached. Big letters on the back of the trailer said: DIG THIS! GARDENING SERVICES.

‘My mum looks after other people’s gardens,’ Jade explained.

The end of their street joined up with more streets.

‘Well?’ said Austin. ‘What’s there to see?’

‘Look up there,’ Jade told him.

Austin looked up. The sky was blue. Clouds drifted overhead. Everything was exactly the same as it had been all during the long summer holidays.

‘No, not up as high as that,’ said Jade. ‘There.’

‘There’ was a lamppost with signs of the street names attached.

‘I don’t get it,’ said Austin.

‘Our street is called Meteor Street,’ Jade said.

‘So?’

‘Some people say The Meteor was the name of a ship,’ Jade continued. ‘But not just any old ship.’

She paused. Austin took the bait.

‘What sort of ship was it then?’

Jade lowered her voice so Austin had to bend forward to hear her reply.

‘Some people say it was a pirate ship.’

‘Oh,’ said Austin, showing a glimmer of interest. ‘For real?’

‘That’s what some people say. Now, what’s the name of that street?’

Austin read the sign. ‘Skeleton Bay Road.’

Jade nodded. ‘Exactly. That road goes all the way to Skeleton Bay. Some people say The Meteor was scuttled in the bay.’

‘Scuttled?’ asked Austin.

‘Sunk,’ said Jade. ‘By its pirate crew. Some people say the crew mutinied because their captain went back on his word to share out the stolen treasure.’

‘Treasure?’ said Austin.

‘Gold coins, precious stones, necklaces, rings. All sorts.’

‘And it’s still there?’ said Austin, excitement creeping into his voice. ‘In Skeleton Bay?’

Jade shook her head. ‘Way better than that,’ she said. ‘Only the old bones of the ship are still in the bay. Whenever there’s a storm at sea, some people say you can hear the timbers of The Meteor rattling and groaning, like the voices of ghosts. You see, the story goes that when the crew came to demand their share of the treasure, they discovered the captain had escaped ashore in the longboat, taking the treasure with him. They scuttled his ship in revenge.’

‘But what happened to the treasure?’ asked Austin. ‘Did the captain get away with it, or did his crew track him down?’

Jade pointed to another street sign. ‘What does that one say?’

‘Sunset Way,’ Austin read.

‘And what colour is a sunset?’ asked Jade.

‘Gold,’ said Austin, thinking about it. ‘Or sometimes red. Sometimes orange as well. Lots of colours.’

‘The colours of treasure,’ said Jade. ‘Some people say that the captain buried it along Sunset Way.’

‘But only old people live on that street,’ Austin said. ‘I’ve seen them.’

‘They do now,’ Jade agreed. ‘But back in those days there was no street there at all. The captain meant to come back for the treasure, but …’

At this point, Jade paused dramatically.

‘His crew did track him down,’ Austin finished.

Jade didn’t say a word. She didn’t need to.

‘Did anyone ever find the treasure?’ Austin asked.

‘Don’t talk so loudly,’ Jade said. ‘We don’t want the whole world to hear. Some people say it would have been found years ago, but no-one knows for sure. It might still be here. Every chance I get, I dig and I dig. But nobody really wants you to leave holes all over their garden, so I have to pretend I’m grubbing out weeds. It takes forever, and I can only treasure-hunt in the holidays.’

‘I guess I could help you,’ said Austin. ‘But we’d have to split any treasure we find, fifty -fifty.’

Jade nodded. ‘I’m cool with that,’ she said.

‘When shall we start?’ asked Austin.

‘Tomorrow, if you like.’

‘You’re on,’ said Austin.

They went back up Meteor Street together.

‘See you tomorrow then,’ Jade said, as she went up her driveway.

‘I can’t wait!’ Austin replied.

* * *

Jade’s mum met her at the door.

‘Was that the new boy?’ she asked.

‘His name’s Austin,’ said Jade. ‘I think we might be friends.’

‘Nice one,’ said Jade’s mum. ‘It’s been pretty dull for you on the street with no other kids your age around.’

‘He thought our street was the most boring street in the world,’ Jade explained. ‘So I told him the story behind the street names.’

‘Which story?’ asked Jade’s mum. ‘The one about the captain’s treasure, or the dinosaur bone discovery, or the UFO sighting?’

‘The captain’s treasure, of course,’ said Jade. ‘That’s the best of the lot. But I mi ght tell him the others if he ever gets bored again. After all, any one of them could be true. Not even the old people on Sunset Way know for sure.’

‘Hmm,’ said Jade’s mum.

‘We’re going to meet up again tomorrow,’ Jade said.

‘I’m paying you to help tidy Mrs Domanski’s garden tomorrow,’ Jade’s mum reminded her.

‘I haven’t forgotten,’ said Jade. ‘Austin’s going to come along and do some digging too. And we’ve agreed to split the treasure—my pay, I mean—fifty-fifty.’

***

Writing Week 8 Wednesday

Writing a poem using your senses.

If you can watch the youtube video https://www.youtube.com/watch?v=Ip7o5jKZQME

Now it's your turn! Write a senses poem about a magpie, including a simile or metaphor. For example: ▪ I see eyes as cunning as a hungry fox. (Simile) ▪ I see a sharp beak that is a razor. (Metaphor).

'Magpie'

▪ Magpies feel like... ▪ Magpies sound like... ▪ Magpies look like... ▪ Magpies smell like... ▪ I think magpies...

Writing Describing Words Thursday Week 8 Use adjectives, action words and adverbs to write interesting sentences about the cat in the picture below. Write a paragraph about what the cat looks like, what the cat is doing and how the cat is doing it. Include:

▪ describing words (adjectives) ▪ action words (verbs) ▪ adverbs (how the cat is doing it) ▪ at least two similes. For example, as comfortable as...

Describe the cat's colours, patterning, eyes, ears, paws and posture.

Share your work with your teacher.

https://www.youtube.com/watch?v=Ip7o5jKZQME

Writing Friday Week 8

Connotation, Imagery & Symbolism

Find the meaning of:

Connotation:___________________________________________________________________________

________________________________________________________________

Imagery:______________________________________________________________________________

_________________________________________________________________

Symbolism:____________________________________________________________________________

_________________________________________________________________

'End of Term' lets the reader know what summer smells like, feels like and looks like. Look at the picture and write a similar poem to 'End of Term', this time thinking about winter.

▪ What can winter smell like? What foods do you associate with winter?

▪ What do we eat or drink in winter?

▪ What can you do in winter school holidays?

▪ What can you do at a friend's house in winter?

DIVISION Fast Facts 21 6 ÷ 2 = ____ 10 ÷ 2 = ____ 12 ÷ 2 = ____ 4 ÷ 2 = ____ 6 ÷ 2 = ____ 0 ÷ 2 = ____ 14 ÷ 2 = ____ 8 ÷ 2 = ____ 10 ÷ 2 = ____ 18 ÷ 2 = ____ 20 ÷ 2 = ____ 6 ÷ 2 = ____ 14 ÷ 2 = ____ 8 ÷ 2 = ____ 2 ÷ 2 = ____ 24 ÷ 2 = ____ 6 ÷ 2 = ____ 4 ÷ 2 = ____ 12 ÷ 2 = ____ 22 ÷ 2 = ____

6 ÷ 2 = ____ 12 ÷ 2 = ____ 8 ÷ 2 = ____ 18 ÷ 2 = ____ 22 ÷ 2 = ____ 10 ÷ 2 = ____ 24 ÷ 2 = ____ 18 ÷ 2 = ____ 10 ÷ 2 = ____ 20 ÷ 2 = ____ 12 ÷ 2 = ____ 2 ÷ 2 = ____ 20 ÷ 2 = ____ 16 ÷ 2 = ____ 8 ÷ 2 = ____ 14 ÷ 2 = ____ 0 ÷ 2 = ____ 14 ÷ 2 = ____ 16 ÷ 2 = ____ 4 ÷ 2 = ____

8 ÷ 2 = ____ 0 ÷ 2 = ____ 4 ÷ 2 = ____ 16 ÷ 2 = ____ 12 ÷ 2 = ____ 18 ÷ 2 = ____ 6 ÷ 2 = ____ 14 ÷ 2 = ____ 20 ÷ 2 = ____ 0 ÷ 2 = ____ 2 ÷ 2 = ____ 8 ÷ 2 = ____ 10 ÷ 2 = ____ 14 ÷ 2 = ____ 10 ÷ 2 = ____ 16 ÷ 2 = ____ 22 ÷ 2 = ____ 12 ÷ 2 = ____ 6 ÷ 2 = ____ 24 ÷ 2 = ____

12 ÷ 2 = ____ 14 ÷ 2 = ____ 8 ÷ 2 = ____ 20 ÷ 2 = ____ 2 ÷ 2 = ____ 4 ÷ 2 = ____ 22 ÷ 2 = ____ 16 ÷ 2 = ____ 12 ÷ 2 = ____ 10 ÷ 2 = ____ 22 ÷ 2 = ____ 0 ÷ 2 = ____ 6 ÷ 2 = ____ 10 ÷ 2 = ____ 18 ÷ 2 = ____ 8 ÷ 2 = ____ 4 ÷ 2 = ____ 24 ÷ 2 = ____ 18 ÷ 2 = ____ 20 ÷ 2 = ____

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

The Sydney Teacher

DIVISION Fast Facts A48 ÷ 8 = ____ 10 ÷ 1 = _____ 63 ÷ 7 = ____ 35 ÷ 5 = ____ 132 ÷ 11 = ____ 70 ÷ 10 = ____ 18 ÷ 2 = ____ 24 ÷ 3 = ____ 144 ÷ 12 = ____ 72 ÷ 6 = ____ 12 ÷ 4 = ____ 80 ÷ 8 = ____ 24 ÷ 12 = ____ 99 ÷ 9 = ____ 60 ÷ 6 = ____ 88 ÷ 11 = ____ 108 ÷ 9 = ____ 35 ÷ 7 = ____ 40 ÷ 5 = ____ 30 ÷ 10 = ____

54 ÷ 9 = ____ 10 ÷ 5 = ____ 18 ÷ 3 = ____ 2 ÷ 1 = _____ 36 ÷ 6 = ____ 16 ÷ 8 = ____ 80 ÷ 10 = ____ 28 ÷ 7 = ____ 22 ÷ 2 = ____ 40 ÷ 4 = ____ 48 ÷ 12 = ____ 55 ÷ 11 = ____ 42 ÷ 6 = ____ 56 ÷ 8 = ____ 60 ÷ 5 = ____ 49 ÷ 7 = ____ 110 ÷ 10 = ____ 63 ÷ 9 = ____ 66 ÷ 11 = ____ 60 ÷ 12 = ____

24 ÷ 3 = ____ 10 ÷ 10 = ____ 5 ÷ 1 = ____ 21 ÷ 7 = ____ 30 ÷ 6 = ____ 15 ÷ 5 = ____ 12 ÷ 2 = ____ 64 ÷ 8 = ____ 44 ÷ 4 = ____ 100 ÷ 10 = ____ 9 ÷ 9 = ____

48 ÷ 6 = ____ 88 ÷ 8 = ____ 96 ÷ 12 = ____ 55 ÷ 5 = ____ 77 ÷ 11 = ____ 84 ÷ 7 = ____ 72 ÷ 9 = ____ 11 ÷ 11 = ____ 36 ÷ 12 = ____

72 ÷ 12 = ____ 8 ÷ 1 = _____ 36 ÷ 3 = ____ 110 ÷ 11 = ____ 90 ÷ 9 = ____ 6 ÷ 6 = ____ 72 ÷ 8 = ____ 20 ÷ 10 = ____ 25 ÷ 5 = ____ 44 ÷ 11 = ____ 12 ÷ 6 = ____ 4 ÷ 4 = ____ 56 ÷ 7 = ____ 50 ÷ 5 = ____ 12 ÷ 12 = ____ 70 ÷ 7 = ____ 27 ÷ 9 = ____ 20 ÷ 2 = ____ 40 ÷ 8 = ____ 50 ÷ 10 = ____

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

Score: ___ /20 Time: _______

The Sydney Teacher

Equal GroupsSharing into equal groups.

Share 15 into 3 equal groups.

15 ÷ 3 = ?

15 ÷ 3 = 5

Division Strategies

12 ÷ 4 = 3 12 ÷ 3 = 4

Can you think of a different calculation and draw your own array?

Division Using ArraysWrite two division sentences for each array.

The first one has been done for you.

visit twinkl.com.au

https://www.twinkl.com.au/resources/australian-resources-f-2-mathematics-number-and-algebra/australian-resources-f-2-mathematics-number-and-algebra-number-and-place-value/australian-resources-f-2-mathematics-number-and-algebra-number-and-place-value-multiplication-and-division

Formal DivisionHere are 3 formal division calculations.

Are the answers and method correct? Explain any errors.

Show Answers

HideAnswers

Write some formal division calculations with mistakes for a partner.

5 1 84 2 3 7 2) 3

1 4 0 15 7 0 2 5) 2

8 8 37 6 1 8 1) 5 2

5 1 84 2 3 7 2) 3

1 4 0 15 7 0 2 5) 2

8 8 37 6 1 8 1) 5 2

23 4 = 5 r 3

The 3 is not carried.

7 4 should be 37 4 = 9 r1

32 4 should be 12 4

Answer = 593

2 5 = 0 r 2

The 2 is not carried.

The last calculation is 25 5 = 5.

Answer = 1405 correct

DIVISIONHow does it work?

Divide the ‘dividend’ by the ‘divisor’ one number at a time from left to right, to find the quotient.

For example: 366 ÷ 3 = 122

Step 1: Solve 3 ÷ 3 Step 2: Solve 6 ÷ 3 Step 3: Solve 6 ÷ 3

Name: _________________

The Sydney Teacher

MULTI-DIGIT

Quotient

DividendDivisor

3 6 63

1

3 663

1 2

3 663

1 2 2

A B

C D

E F

Solve the following division problems:

2 4 62

4484

6 963

5555

84 84

4242

DIVISIONName: _________________

The Sydney Teacher

MULTI-DIGIT

A B C

D E F


6 6 66

8442

9 96 33

G H I

Solve the following word problems, showing all your working out.

Jenna has 93 lollies to share between her and 2 other friends. How many will each person get?

Luke needs to divide a large crate of oranges evenly into 3 smaller boxes. If there are a total of 636 oranges how many will each small box contain?

6 3 93

5555

8 8 242

8 844

8 8 82

8 84 84

RemaindersHow can the remainder in this calculation be shown?

Show Answers

HideAnswers

5 2783)Explain which you would use and why.

Share your ideas with a partner. Challenge each other to justify the reasons.

5 5 6 . 65 2 7 8 3 . 0)

)

)

5 5 65 2 7 8 3

5 5 65 2 7 8 3

r 3

3

5

Answer as a decimal

Accurate and appropriate when using measures.

Answer with a “remainder”

Simplest way to present the answer. Good way to express answer if dividing a discreet number of objects into groups.

Answer as a fraction

Accurate. Less appropriate with large numbers or discreet number of objects.

DIVISIONHow does it work?

Divide the ‘dividend’ by the ‘divisor’ one number at a time from left to right, to find the quotient. If a number

can not be divided completely into equal groups, record the number of times it can be divided, then carry the

remainder to the next number of the dividend.

For example: 230 ÷ 2 = 115

Step 1: Solve 2 ÷ 2 = 1 Step 2: Solve 3 ÷ 2 = 1 r 1 Step 3: Carry the remainder, then solve 10 ÷ 2 = 5

Name: _________________MULTI-DIGIT

Quotient

DividendDivisor

2 302

1

2 302

1 1

2 3 02

1 1 51

A B C

D E F

6 4 83

9 542

7555

62 13

8 6 84

8 8 26


The Sydney Teacher

DIVISIONName: _________________

The Sydney Teacher

MULTI-DIGIT

A B C

D E F


7 4 62

4623

9 9 6 84

G H I

Solve the following word problem, showing all your working out.

A) 4 friends go out to dinner and spend a total of $236. How much will each person pay if they split the bill evenly?

B) If you decide to leave a tip of $8, how much change would you receive if you paid with a $100 note?

9 2 62

8 1 97

7 80 39

8 555

6246

25048

Show what you know! Name: _________________

DIVISIONSolve the following division problems. Show all working out.

246 ÷ 2 = _____ 1326 ÷ 3 = _____ 1631 ÷ 4 = _____

The Sydney Teacher

A B C

A



246 ÷ 2 = _____ 1326 ÷ 3 = _____ 1631 ÷ 4 = _____

The Sydney Teacher

A B C

A



936 ÷ 3 = _____ 1564 ÷ 2 = _____ 2781 ÷ 5 = _____

The Sydney Teacher

A B C

B



936 ÷ 3 = _____ 1564 ÷ 2 = _____ 2781 ÷ 5 = _____

The Sydney Teacher

A B C

B

The Sydney Teacher

Name: _________________

DIVISIONWORD PROBLEMSSolve the following division word problems, showing all working out.

Lucy wants to share her birthday lollies evenly between her and her 3 siblings. How many lollies will each person get if she has 84 lollies?

2 friends go out to dinner and a movie and spend a total of $242. If the friends divide the bill evenly, how much will each person pay?

A truck has 936 books on board for delivery. If the books are distributed evenly between 3 book stores, how many books will each store receive?

A

B

C

The Sydney Teacher

Name: _________________

DIVISIONWORD PROBLEMSCreate your own word problems for the following number sentences. Make sure you also calculate the answer and show all working out.

399 ÷ 3 = _______

864 ÷ 2 = _______

484 ÷ 4 = _______

A

B

C

Types of Angles

1. Right Angle A right angle measures 90 degrees and

2. Straight Angle this is a straight line. It measures 180 degrees.

3. Acute Angle This angle measures more than 0 degrees but less than 90 degrees.

4. Obtuse Angle This angle measures more than 90 degrees but less than 180 degrees.

Copyright TeachEzy 2015 @ teachezy.com

SERIES TOPIC

3F 1Copyright © 3P Learning

Geometry

Draw the other line to create an angle that is:

Wally the work experience boy made some mistakes labelling these angles. Correct any mistakes you see.

Label each of these angles as right, acute or obtuse:

Lines and angles – introducing angles

When an angle is less than a quarter turn of 90° we say it’s acute.When it’s exactly 90° we say it’s a right angle. When it’s between 90° and 180° we say it’s obtuse.When it’s exactly 180° we say it’s a straight angle.When it’s more than 180° we say it’s a reflex angle.

We use an arc to show where we’re measuring.

With right angles, we use a square symbol like this .

90°

270°

180° 360°0°

1

a

angle

d

angle

b

angle

e

angle

c

angle

f

angle

a

angle

b

angle

c

angle

d

angle

2

3

obtuse straight reflex acute

a

acute

b

right

c

obtuse

Remember to mark your angles with or !

SERIES TOPIC

F 14Copyright © 3P Learning

Geometry

Use a protractor to measure all of these marked angles. Write the answers in the angles:

Sometimes we need to be more precise when naming angles, instead of just using terms such as acute or obtuse. This is where a protractor comes in handy. To measure an angle using a protractor we:l fit the baseline of the protractor to one line

of the angle, lining up the centre point of the protractor with the vertex of the angle

l look where the other line intersects the numbers, making sure we read round from 0°.

Lines and angles – measuring angles

baseline centre point

This is an angle of 50°

50°

0°

1

____°

____°

____°

____°

____°

____°

____°

____°

____°

___°

____° ____°

____°

____°

____°

____°

____°

____°

____°

225o

Online reading & math for K-5 © www.k5learning.com

Classifying angles (acute / obtuse / right)Grade 5 Geometry Worksheet

Measure the angle with a protractor. Is it acute, obtuse or a right angle?

1. 2. 3.

4. 5. 6.

7. 8. 9.

Personal Development and Health- Supporting myself and others

Discuss with someone at home the importance of maintaining good mental health and wellbeing. Going through

difficult times is normal, but good mental health is a state of wellbeing that enables them to ‘bounce back’ when life’s

changes and challenges come along. Taking time to think about how they handle difficult times is really important.

Sometimes the things that we do naturally can help, but other times they don’t.

Physical barometer.

Go through the supportive action cards and make sure that you understand each action described. Ask an adult at

home if you are not sure.

Go through the scenarios below and decide which supportive actions would be most appropriate for each scenario.

Next to each scenario write which supportive action would be most appropriate and why?

1. You have an argument with your best friend.

2. You can’t do a task in class.

3. You forget to do your homework and consequently miss your lunchtime because you have to stay in to

complete it.

4. Your group of friends will not let you join them at lunchtime today.

5. Your brother/sister/family member breaks something that is important to you.

6. Someone you know writes something mean about you on social media.

7. A pet dies.

8. It’s one of those days, and nothing seems to be going right.

PDHPE Stage 3 Sample unit: Managing self Page 12 of 14

Appendix 3 – Supportive action cards

Listening to music

Going for a walk/spending time in nature

Reading a book

Talking with a trusted adult

Talking with a friend

Walking the dog

Playing video games

Using social media

Having a sleep

Writing in a journal

Watching a movie

Positive self-talk

Healthy eating

Spending time with family

Being physically active

Deep breathing

Drawing/painting

Talking with someone from a support service such as Headspace or Lifeline

Learning Intentions• We are learning about the different biomes and climates within those biomes from around the world.

Success Criteria

• I can identify different biomes and climate conditions from around the world.

• I recognise that these climate conditions can affect how people adapt to that particular environment/biome.

Can humans and/or living things adapt and make changes to live within that climate?

Can climate impact human population growth within a particular biome?

HOW HOW

Climates Around the World

Remember that...

As Minister for Population, Cities and Urban Infrastructure

It is your task to solve the issue of population growth.

You need to consider climates within biomes and how the human population can adapt to proposed developments.

Keywords in Research

When we are searching for information using Google, we don’t need to type complete sentences or questions into the search box.

We can use key words.

A key word is an important word related to what we want to find. Google uses these key words and searches for webpages that use these key words often.

Remember, you need to think about:

How can people adapt and change to

suit their environment?

What will be impacted by the

choices you make? E.g. living things, environment etc

How have other countries

addressed issues of population growth?

What biomes are sustainable for human

life to live in? How can we adapt? What obstacles

would need to be addressed?

PeopleMaking

ComparisonsImpact Biomes

t,11. NSW Ed t· GOVERNMENT uca 10n

Episode 1 - Hand & racquet control Stage 2

Challenges • Tap the ball or socks using the palm and back of the hand while

standing on one leg.• Alternate between using both hands to tap and standing on each leg.• Using the racquet, tap the ball continuously at the ground for a set

amount of taps.• Toss the socks in the air with one hand, then using the palm of the

other hand, hit the socks into the ground. Complete a set amount.

Mega Challenges • Using the racquet, tap the ball using the forehand and backhand while

sitting, kneeling and standing.• Using the hand, tap the ball or socks using the forehand and backhand

continuously.• Creative challenge - Move any way you can while tapping the ball or

socks with the forehand and backhand.

Other variations With a partner try:

• Create tapping combinations back and forthwith a partner.

• Use a bigger soft ball to make it easier.

Suggested PDHPE OutcomesThese activities may address the outcomes listed as part of a whole school PDHPE scope and sequence. PD2-4 performs and refines movement skills in a variety of sequences and situations. PD2-11 combines movement skills and concepts to effectively create and perform movement sequences. Sample questions How do you move to make tapping easier ? Where do you look when tapping the ball? How can you control the ball to make tapping successive?

Teaching cues Flat hand or racquet face.Eyes on the ball. Try to tap lightly.Move your feet to track the ball.

Equipment Ball or rolled up socks, bat or racquet.

t,11. NSW Ed t· GOVERNMENT uca 10n

Episode 1 - Hand & racquet control Stage 3

Challenges • Tap the ball or socks using the palm and back of the hand while

standing on one leg.• Alternate between using both hands to tap and standing on each leg.• Using the racquet, tap the ball continuously at the ground for a set

amount of taps.• Toss the socks in the air with one hand, then using the palm of the

other hand, hit the socks into the ground. Complete a set amount.

Mega Challenges • Using the racquet, tap the ball using the forehand and backhand while

sitting, kneeling and standing.• Using the hand, tap the ball or socks using the forehand and backhand

continuously.• Creative challenge - Move any way you can while tapping the ball or

socks with the forehand and backhand.

Other variations With a partner try:

• Create tapping combinations back and forthwith a partner.

• Use a bigger soft ball to make it easier.

Suggested PDHPE Outcomes These activities may address the outcomes listed as part of a whole school PDHPE scope and sequence. PD3-4 adapts movement skills in a variety of physical activity contexts. PD3-11 selects, manipulates and modifies movement and concepts to effectively create and perform movement sequences. Sample questions How do you control the height and direction of the ball when tapping?How can you control the ball while moving creatively?

Teaching cues Flat hand or racquet face.Eyes on the ball. Try to tap lightly.Move your feet to track the ball.

Equipment Ball or rolled up socks, bat or racquet.

iPad Photography Scavenger Hunt The content of this lesson has been drawn from ‘Zart Education’ with Dee Zabel

https://www.zartart.com.au/zartstatic/page/ipad-photography-scavenger-hunt

PART THREE: Take Some Great Photos!

Step 5: Use the list below for a photographic scavenger hunt. Take photos of pictures as described on the scavenger

hunt list. Remember that you do not have to take a photo for each suggested item, you may like to pick just 5 - 10 of

the suggested options. Feel free to take more than one photo of each item on the list, to ensure it is: in focus, properly

exposed, the best angle and the best image you can take, that way you will have more options to select the best

photo.

When taking these photos make sure you stay only in your house and yard, or take them when you are on a family

walk or visiting places known to you. Do not wander away from your home or parents. Always stay aware of your

surroundings.

PHOTOGRAPHY SCAVENGER HUNT:

Can you take an interesting photo of the following things/places?

1. Something you can climb up

2. A place to hide

3. Something textured

4. Repeated shapes

5. Something brightly coloured

6. A photo with leading lines

7. Something old

8. Shows contrast

9. A shadow (Hint: try to pick something that would be easily recognizable based on its shape or the ground

surrounding the shadow. For example, maybe the flag poles shadow or the letterbox. The shapes of these will

stand out more than just a generic tree or flower’s shadow.)

10. A place to play sport

11. A symmetrical image

12. A reflection

13. Something shiny

14. A number

15. A close-up photo

16. An interesting point of view

17. Something with wheels

18. Letters

19. Something big

20. Something tiny

IF YOU DO NOT HAVE ACCESS TO AN iPad, iPhone or CAMERA

Don’t be concerned if you do not have access to a camera, iPad or iPhone. Each of these

lessons can be done using drawing techniques. Follow the instructions in the lessons

however, instead of taking a photograph, I want you to draw a photograph. I will

provide a little tip to modify the lesson for drawing, in the red box at the end of each

lesson if this is the case.

Without a device – Use the options in the list provided for using a device and select one

or two to focus on. Draw a square on a piece of paper and use it as an outline shape for

your virtual photo. Using the medium that you are most comfortable with (or a

combination of mediums) draw your virtual photo.

https://www.zartart.com.au/zartstatic/page/ipad-photography-scavenger-hunt

Energy – Solid to gas to force.

In this lesson we are going to look at causing a small chemical reaction in order to propel a rocket into the

air.

There are several ways we can do this. Depending on what materials you have available at home will

depend on which method you select. At the very least you can build your rocket and we can set them off at

school, once normal schooling resumes. I can then provide any ingredients you may not have once back at

school.

If you don’t have any of the materials for these experiments you may choose to complete the bonus

experiment on the last page instead.

Please only complete this with adult supervision.

FOR OUTDOOR USE ONLY.

Rocket 1 - Film canister rocket.

How Does it Work:

The alka seltzer tablet dissolves in the water. When this happens it turns from a solid into a gas. This gas is

CO2. However, there is very little room inside the canister. The more gas that builds up the more force is

created. Once the force is too much for the canister lid to withstand the canister lid and the canister

separate. Causing the canister to fly up into the air.

Materials:

• 1 film canister or similar container with a snap on lid.

• Alka Seltzer tablets.

• Water

Procedure:

1. Fill film canister one third with water.

2. Place half an alka seltzer tablet in canister and quickly put the lid on the canister.

3. Turn canister upside down on the ground outside.

4. Quickly step back and wait for it to go off.

If you have success then attempt to build a little rocket around the canister. You may then need to

experiment with the quantities of water and alka seltzer in order to create more lift to compensate for the

extra weight.

Sample of rockets you could make.

Rocket 2 – Water bottle rocket.

Please only complete this with adult supervision.

FOR OUTDOOR USE ONLY.

How Does it Work:

The vinegar reacts with the bicarb soda. When this happens it turns from a solid into a gas. This gas is CO2.

However, there is very little room inside the bottle. The more gas that builds up the more force is created.

Once the force is too much for the bottle cork or stopper to withstand the cork and the bottle separate.

Causing the bottle to fly up into the air.

Materials:

• 1 empty plastic bottle

• Vinegar

• Bicarb soda

• Cork or some form of plug for the bottle. Play dough or Blu Tak may also work.

• 3 Pencils or sticks to use as stabilising legs.

Procedure:

1. Make your rocket.

Make it look interesting at the same time don’t make it too heavy.

2. You will need to experiment with how much Bicarb and vinegar you will need. So start with small

quantities and work up from there.

3. Pour a small amount vinegar into your bottle.

4. Add a small amount of bicarb.

5. Put in cork or bottle stopper quickly.

6. Place on ground.

7. Step back quickly and wait.

You may be able to create a time delay for your rocket by wrapping your bicarb in a tissue. This may create

a slow release effect. Experiment and find out.

After your experiment please write a summary of what happened. You can write the summary below.

Please turn in your summary once completed.

Types of things you might include in your summary.

• What worked.

• What didn’t work.

• Any adjustments you made along the way.

• Maybe a photo or diagram of your design.

Bonus experiment.

In this simple experiment you will need to explain what is happening. Make sure to complete this outside.

Materials:

• Plastic bottle with lid

• Pin or nail or something sharp to put holes in the bottle.

• Water

Procedure:

1. Fill the plastic bottle all the way to the top and screw the lid on the bottle.

2. Push a hole into the bottle with the pin or nail and leave the pin in the bottle. Now answer the question

below.

- What will happen when you take out the pin?

______________________________________________________________________________________________

3. Now remove the pin to see what happens.

- What happened now?

______________________________________________________________________________________________

4. Now gently unscrew the lid of the bottle.

- What happens now?

______________________________________________________________________________________________

5. Explain why the water didn’t poor out when the lid was on and why it did when the lid was off.

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

_____________________________________________________________________________________________

Name:__________________________ Class:____________

History Stage 3 - Due Friday 10 September

What was life like for the Aboriginal and Torres Strait Island Peoples in the Australian

Colonies?

Historians analyse evidence and write about events from their point of view. Historians

don’t always hold the same point of view and often disagree, even when using the same

source of evidence. As an historian, you are analysing and interpreting the information,

then giving your point of view.

We will be working on the skill of making inferences by looking at primary sources.

An Inference is…

What I already know? + What evidence I can see+ What I think? = My inference

(educated guess)

In total there are five activities to complete.

Task1: Carefully look at the two sources and then complete the questions.

Task2: There are two questions to answer.

Source 1: Painting by Samuel Calvert (1828–1913).

1. What does this source definitely tell me?

2. What can I work out or infer from the source? What guesses can I make?

3. What does this source not tell me?

4. What else would I like to find out? What other questions do I need to ask? Where might I get my information?

A contingent of Queensland Police Trackers were sent to

Source 2: Victoria to help in the hunt for the Kelly Gang in 1879.





Source3:





TASK 2: The above paintings and photographs provide us with information about the

interaction between the Aboriginal and Torres Strait Island Peoples and the European

settlers.

Choose one example which you think show positive interaction between the Aboriginal and

Torres Strait Island Peoples and the early settlers and one example which you feel was

more negative. Give your reasons behind your thinking.

Positive Interaction

Source___ is an example of Positive interaction. I think this because…

Negative Interaction

Source___ is an example of Negative interaction. I think this because…

Documents

Stage 3 Offline Weekly Learning Plan Week 8 Term 3