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Yea
r 5 H
om
e L
earn
ing P
ack –
Ter
m 4
Wee
k 3
A
ctiv
itie
s th
at a
re h
ighli
ghte
d n
eed t
o b
e el
ectr
on
ical
ly s
ubm
itte
d t
o y
ou
r te
ach
er v
ia T
EA
MS
or
See
saw
dai
ly.
If y
ou
hav
e a
pri
nte
d p
ack, ta
ke
a ph
oto
an
d s
end i
t to
you
r te
ach
er th
rou
gh
See
saw
or
retu
rn y
ou
r w
ritt
en w
ork
to s
chool
at t
he
end o
f th
e w
eek.
M
onday 1
8th
Tue
sday 1
9th
W
edne
sday 2
0th
Thur
sday 2
1st
Friday 2
2nd
M
orn
ing
9a
m-1
1a
m
Sp
ell
ing
LS
CW
C,
def
init
ion
s &
sen
ten
ces.
Sp
ell
ing
LS
CW
C c
hoose
1 o
r 2
act
ivit
ies
from
th
e gri
d.
Sp
ell
ing
LS
CW
C c
hoose
1 o
r 2
act
ivit
ies
from
th
e gri
d.
Sp
ell
ing
LS
CW
C c
hoose
1 o
r 2 a
ctiv
itie
s
from
th
e gri
d.
Ch
oose
an a
ctiv
ity
from
th
e gri
d
for
each
ses
sion.
Read
ing
D.E
.A.R
(15m
ins)
Work
thro
ugh t
he
Infe
ren
ce
Pow
erP
oin
t
Rea
d b
etw
een
th
e li
nes
work
shee
t.
Rea
din
g
D.E
.A.R
(1
5m
ins)
Infe
ren
ce
eq
ua
tion
Use
wh
at y
ou
alr
ead
y k
now
ab
ou
t
life
, th
en s
earc
h f
or
clu
es i
n t
he
tex
t to
mak
e in
fere
nce
s.
Rea
din
g
D.E
.A.R
(1
5m
ins)
Mak
ing i
nfe
ren
ces
Infe
ren
ces
can
be
mad
e b
y
inte
rpre
tin
g p
ictu
res.
Mak
e an
infe
ren
ce a
bou
t th
e p
ictu
re o
n th
e
shee
t.
Read
ing
D.E
.A.R
(15m
ins)
Infe
ren
ces
an
d e
vid
en
ce
Usi
ng t
he
book y
ou h
ave
bee
n
read
ing,
com
ple
te t
he
shee
t by
mak
ing i
nfe
ren
ces
and b
ackin
g
them
up w
ith e
vid
ence
.
Writ
ing
Nar
rati
ve
Wri
ting -
Pla
nnin
g
Writ
ing
Ques
tion
Tim
e an
d d
raft
wri
tin
g
Writ
ing
-
Ch
alle
ng
es a
nd R
evis
ing
Writ
ing
-
Illu
stra
tin
g a
nd P
ubli
shin
g
Bre
ak
Mid
dle
11
:45
-
1:4
5p
m
Math
em
ati
cs
Wa
rm
-up
Acti
vit
y -
Word
Pro
ble
ms
Mu
ltip
licati
on
str
ate
gy
revis
ion
Ma
them
ati
cs
Wa
rm
-up
Acti
vit
y -
Word
Pro
ble
ms
Mu
ltip
lica
tion
Ma
them
ati
cs
Wa
rm
-up
Acti
vit
y -
Word
Pro
ble
ms
Ord
er o
f op
era
tion
s re
vis
ion
Math
em
ati
cs
Warm
-up
Acti
vit
y -
Mat
hs
Cro
ssw
ord
Mu
ltip
licati
on
an
d o
rd
er o
f
op
erati
on
s
PE
Mr
D’s
vid
eo
PE
Go f
or
a w
alk
. P
E
Yog
a P
E
At
hom
e w
ork
out
Geograp
hy
Bush
fire
s
Rev
ise
ever
yth
ing y
ou h
ave
lear
nt
about
bush
fire
s.
CA
PA
Sou
nd
scap
es
Wat
ch Y
ou
Tu
be
clip
an
d c
reat
e
you
r o
wn
sou
nd
scap
e
PD
H
Dru
g E
du
cati
on
‘W
hat
is
a dru
g?’
Scie
nce
Com
ple
te t
he
work
an
d r
esea
rch
about
Tsu
nam
is
Bre
ak
Aft
ern
oon
2:1
5-3
pm
Geograp
hy
Rev
isio
n c
on
tin
ued
C
AP
A
Shar
e so
un
dsc
apes
duri
ng v
ideo
mee
tin
g w
ith
you
r cl
ass.
PD
H
Con
tin
ue
less
on
S
cie
nce
Con
tinue
less
on
Term 4 Week 3 Year 5 Monday 18th October 2021 Today’s hand in task is Reading. Time Activity Resources
9:00 Spelling LSCWC, definitions & sentences.
Reading
D.E.A.R (15mins)
Work through the
Inference PowerPoint
Read between the lines worksheet.
Writing
Use the stimulus picture and the story starter to plan a
narrative of your own. Remember to use your seven
steps to develop an interesting and entertaining
narrative which will be due at the end of the week.
11:00 Break
11:45 Mathematics
Warm Up Activity – Complete the word problems
sheet.
Revise the different ways to solve multiplication
problems. Complete the worksheet, referring to the
example sheets if needed.
Mathletics / Prodigy
PE
Watch the video on “How to run with Mr.D”
Make sure you follow the directions on the video or PDF.
Geography – Bushfires
Surviving Bushfires
Revise everything you have learnt about bushfires
during this Geography unit.
1:45 Break
2:15 –
3:00
Geography(continued)
Spelling Program STAGE 3 (Odd Years) Term: 4 Week: 3
GROUP WORDS (x8) RULE
WORDS (x4) THEME
WORDS (x4) KLA WORDS (x4)
Group 1 Group 2 Group 3 Group 4 Group 5
magistrate amphibian hemisphere surveyor
beautiful thorough friend because
moisture violent believe recover
daffodil waratah wattle different
mixed died coast jelly bottle those tear learn mice money
ridge gadget smudge partridge
local durable vibrations magnitude
athletics mouthguard hurdle kneepads
meringue geranium metamorphic escarpment
encourage advantage garage barrage
sincere clerk apricot sultana
flour flower flight flew
ETYMOLOGICAL (x1)
therm
SPELLING RULE: If the j sound follows a short vowel sound, it is usually spelled with dge. This is because the j is never doubled in English.
DICTATION: The beautiful waratah had an advantage in its growth because of the moisture in the air along the coast.
ETYMOLOGICAL KNOWLEDGE: ORIGIN: Greek MEANING: heat WORD BUILDING: thermal, thermometer
Monday:
Week 3 Writing – Narrative
Miracle in the Sky
Your published narrative is due to your
teacher on Thursday, 21st October 2021
Week 3 Monday Writing
Story Starter – Miracle in the Sky
Also called: Split Strategy
Also called: Box Strategy
How to run
Checklist of skill criteria:
1. Lands on ball of foot
2. Non-support leg bends at least 90 degrees during recovery phase
3. High knee lift (thigh almost parallel to ground)
4. Head and trunk stable, eyes focused forward
5. Elbows bent at 90 degrees
6. Arms drive vigorously forward and backward in opposition to legs
Activities:
Find a field with enough area for you to run.
• To mark out the distance you are going to run. Find a point and drop a marker, then take 50 large steps in the direction you wish to run and drop another marker. That will now outline your running distance and course. When you are ready run from your first marker to the second one and time yourself. Repeat this several times, hopefully you will improve your time.
• When you are running you could even get someone to film you. Play the video back and see if you were using the correct form when running.
• Find someone to play tag with and use your newly developed running skills.
Geography Week 3
Bushfire Review
Australia, a continent with a hot, dry climate, is prone to drought and bushfires. Bushfires occur
frequently and are often severe. Firefighters respond to approximately 54 000 fires each
summer.
A bushfire can be defined as an uncontrollable burn that can destroy vast areas of forest, scrub
or grasslands. It can be caused by natural means (lightning strikes or spot fires) or human
intervention (burning off, arson, or sparks from power lines). About 35% of fires are started
accidentally, 13% are deliberately lit and 37% are suspicious.
Bushfire seasons occur at different times of the year across Australia. Summer, however, is the
most prevalent time because of the hot, dry weather. The frequency and severity bushfires
varies greatly across Australia, depending on when extreme fire weather occurs.
The Northern Territory and northern parts of Western Australia and Queensland experience the
largest total area burnt by bushfires. Bushfires close to cities cause the highest loss of life and
damage to the local economy. Some scientists suggest that bushfires are increasing in severity
and frequency as a result of climate change.
Bushfires need fuel, oxygen and heat to burn. Hot, dry winds provide oxygen for combustion and
blow flames onto dry leaves, bark or dense undergrowth, which act as fuel. Eucalyptus trees,
which contain large quantities of oil, spread fire quickly and often explode at high temperatures,
spreading embers. Burning embers fly through the air, igniting other areas spot fires ahead of
the main outbreak. Sometimes fires break out in the canopy of trees, and, if they are close
together, fire spreads through the upper levels as a crown fire. These are extremely difficult to
extinguish.
Bushfire change the environment. Some changes are beneficial; others are not. Most native
vegetation has adapted to fire due to fire-stick burning by Indigenous Australians. Some plants
need fire to regenerate. Eucalyptus trees regenerate quickly after bushfires. Banksias need fire
to open their seed capsules. Bushfires clear out unwanted vegetation on the floor of forests so
there is less competition from plants. Ash acts as a fertiliser to help plants regenerate quickly.
Kangaroos, emus and other native animals graze on regenerated grasslands. Bushfires, however,
destroy native vegetation, buildings and homes, livestock and native animals, and cause loss of
human life. Back-burning too often to reduce bushfire hazards can affect the biodiversity of
plant and animal life in a region.
Fire and emergency services, and land management groups in all states are responsible for
preventing and managing bushfires.
The High Cost of Bushfires
Bushfires have a huge impact on the environment and local community in which they occur. Large
areas of bushland and grasslands are destroyed, houses and buildings are destroyed, and many
humans suffer injuries or lose their lives. It is estimated that between 1851 and 2009
bushfires have resulted in over 800 deaths and injuries to almost 10 000 people. Fires affected
over 1 000 000 people and made almost 32 000 people homeless. The total estimated cost to
the Australian economy was about $1.6 billion, but it may have been much higher.
The table below gives details about the impact of bushfires during a specific period.
Figures showing the impact of bushfire arson are equally astonishing. Around 500 people were
killed in the 20th century with almost 200 people killed since 2000, and between $80 million and
$100 million worth of damage to property occurred. In addition, there is damage to the
environment, water supplies, loss of local businesses; there are insurance costs and other flow-on
effects that affect the community.
The cost of catastrophic bushfires is immeasurable.
Questions
1. In your own words, write a definition of a bushfire.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Approximately how many fires occur each summer?
_______________________________________________________________________________
3. What percentage of bushfires start accidentally?
_______________________________________________________________________________
4. Name two natural causes and three human causes of bushfires.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Name two factors that determine the severity of a bushfire.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
6. Name and explain two different types of bushfires.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
7. Explain why you think so many people choose to live in bushfire-prone regions of Australia.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Term 4 Week 3 Year 5 Tuesday 19th October 2021 Today’s hand in task is Reading.
Time Activity Resources 9:00 Spelling
LSCWC choose 1 or 2 activities from the grid.
Reading
D.E.A.R (15mins)
Inference equation
Use what you already know about life, then search for clues in the text to
make inferences.
Writing
Use the guiding questions to develop your narrative further. Begin or
continue writing your narrative. Make sure you have an interesting
complication and a exciting resolution. Revisit the seven steps and check
that you have used them all.
11:00 Break
11:45 Mathematics
Warm Up Activity - Word Problems
Demonstrate how to solve the multiplication questions using the assigned
strategies, then choose your preferred method to answer the remaining
questions.
Mathletics / Prodigy PE
Go for a walk outside and get some fresh air. If you have a dog, it might
be a good idea to take it for a walk. Did you know that patting a dog can
reduce your stress levels and make you feel happier?
CAPA
Watch YouTube clip
https://www.youtube.com/watch?v=N2QiCy8b_rk&ab_channel=TomLawton
Create your own soundscapes for the environments listed on the sheet,
then make one up yourself.
1:45 Break
2:15
–
3:00
CAPA (continued)
During your class zoom share the soundscapes and play them together.
Tue
sda
y T
hurs
da
y:
Eac
h d
ay,
co
mp
lete
yo
ur L
SCW
C a
nd
ch
oo
se o
ne
or
two
ac
tiviti
es
fro
m t
he
ch
oic
es
be
low
.
Week 3 Tuesday Writing
Question Time – Miracle in the Sky
Use the following questions to help you develop your
narrative.
1. What was the noise that they heard when they were back at
home?
2. Where do you think their home is?
3. What can they see in the sky?
4. How might they be feeling?
5. What do you think is happening?
6. What might happen next?
7. Are the people under the water, or are the fish in the sky?
Now you need to complete the draft of your narrative.
Remember to add all the totals
together once you have completed the
multiplication.
Use your preferred multiplication strategy to answer the following questions:
1. 321 x 5
2. 427 x 16
3. 567 x 4
4. 4321 x 6
5. 5436 x 3
6. 2343 x 12
7. 3245 x 18
8. 7653 x 24
A “soundscape” is a collection of sounds created using instruments, general objects and body percussion to imitate various aspects and features of an environment. Watch the YouTube clip https://www.youtube.com/watch?v=N2QiCy8b_rk&ab_channel=TomLawton Use the video as inspiration and imitate the environments below • Playground at lunch time • The Beach • Space • The Jungle • The Library
Now come up with your own environment to imitate. When you meet with your class this week, you will play your soundscapes together and your teacher will record them.
Term 4 Week 3 Year 5 Thursday 21st October 2021 Today’s hand in task is Science.
Time Activity Resources 9:00 Spelling
LSCWC choose 1 or 2 activities from the grid.
Reading
D.E.A.R (15mins)
Inferences and evidence
Using the book you have been reading, complete the
sheet by making inferences and backing them up with
evidence.
Writing
Illustrate the boy's face as he sees the fish.
Publish your narrative and turn it in to your teacher.
11:00 Break
11:45 Mathematics
Warm Up Activity - cross-number puzzle
Using the previous posters on multiplication and
order of operations, solve the number sentences and
word problems.
For the challenges, read through the question and
work out a matching number sentence. If one is too
tricky, move on to the next one and come back to it.
Mathletics / Prodigy
PE
Dance along to Kung Fu Fighting - Just Dance
https://www.youtube.com/watch?v=3blcf82Ck8A
Science
Watch video and do research and questions about
Tsunamis
1:45 Break
2:15 –
3:00
Science
Continue work
Week 3 Thursday Writing
Miracle in the Sky – Picture It
Draw a picture of what the boy’s face might look like when he sees
the fish. When you have finished, make sure you have published your
writing and handed it in!
Challenge: Read the word problem and write a number sentence that will help you solve the question. Find the
solution.
Science Term 4 Week 3: TSUNAMI
Now we move from Earthquakes to a related topic: TSUNAMI.
A TSUNAMI is a series of waves caused by the displacement of a large volume
of water, usually in the ocean or a lake. TSUNAMI is a Japanese word which
translates as Harbour Wave.
Tsunamis are caused by something out of the ordinary happening below or
above the water: including volcanic eruptions, earthquakes, underwater
explosions, cave collapses, glacier or iceberg calving (breaking).
Watch this video of an actual tsunami in Japan:
https://www.inquisitive.com/video/1269-tsunami-footage-from-helicopter
What if you were in the helicopter? Chat or write about the questions below. What can you see happening below? How are you feeling?
What can you do?
Now, have a look at the below cartoon, and the phrases below.
What do you think is true and false here? Can you add any other information
you know or think about tsunami?
I think these are true I think these are false
Remember: A tsunami is caused by displacement (moving of) water caused by
something under the water, like an earthquake or volcanic eruption. It isn’t
new water – it is water that is already in the ocean being moved by the ocean
floor.
Watch this video:
https://www.inquisitive.com/video/1270-tsunami-animation
and record the stages you see of a tsunami happening:
Visit the New York Times website and use the slider to compare and describe
the differences in the landscape before and after the tsunami hit Fukushima.
The slider is the blue tab in the middle of the photo – if you slide it all the way
across to the right, it shows the whole nuclear reactor in 2009. When you slide
it the other way, it shows the reactor after the tsunami in 2011. Some of the
images are the day after the tsunami so you are looking at flooding from it.
Before
After
FORTUNATELY, tsunami are very rare events! Use this link to research the five
biggest tsunami (or MEGA-TSUNAMI). There are three reliable websites listed
here to start you off, but please use at least two other **RELIABLE** websites
to check the information you find. For each one, list:
• Location
• Date
• Height
• How it affected the land where it hit
https://www.inquisitive.com/guided-research/1272-mega-tsunamis
1. Name/Location:
Date:
Height:
Effect on the landscape:
2. Name/Location:
Date:
Height:
Effect on the landscape:
3. Name/Location:
Date:
Height:
Effect on the landscape:
4. Name/Location:
Date:
Height:
Effect on the landscape:
5. Name/Location:
Date:
Height:
Effect on the landscape:
To put your mind at rest, tsunami are very rare, and we have a tsunami
warning system for Australia, and other countries have them as well. It’s a joint
project between the Australian Bureau of Meterology (the department who
study and predict the weather), Geoscience Australia (they study the land) and
The Department of Home Affairs.
Here is some information about the Australian Tsunami warning system:
http://www.bom.gov.au/tsunami/about/atws.shtml
Could anything stop a tsunami?? Be as creative as you can to think of ways this
might be done.
Term 4 Week 3 Year 5 Wednesday 20th October 2021 Today’s hand in task is Writing.
Time Activity Resources
9:00 Spelling LSCWC choose 1 or 2 activities from the grid.
Reading
D.E.A.R (15mins)
Making inferences
Inferences can be made by interpreting pictures.
Make an inference about the picture on the sheet.
Writing
Complete the sentence challenge and the
Grammar/Punctuation Challenge. Then revise your
narrative, can you find any sick sentences in your
own work that need improving or have you made any
errors that need fixing.
11:00 Break
11:45 Mathematics
Warm Up Activity – word problems
Revise the order of operations using the posters
(BODMAS). When we solve a question in Maths that
has more than one step, we need to follow the order
of operations to make sure we answer the question
correctly. Complete the worksheet, making sure you
use the posters to check you are using the correct
order.
Mathletics / Prodigy
PE
At home workout:
10 push ups
10 start jumps
10 sit ups
30 second plank
Rest 30 seconds and repeat 3 separate times
1:45 Break
2:15 –
3:00
PDH
Drug Education
‘What is a Drug?’
Please complete the attached Online Learning
Materials in relation to Drug Education. Please read
through the information on the sheets and
complete the 4 activities. Please elaborate on your
answers. Some of the activities require you to do
some research so please make sure to be looking on
appropriate sites.
Week 3 Wednesday Writing
Editing Challenges
Revise or add to the draft of your narrative.
PDH
Drug Education
Lesson 1
What is a drug?
Drugs (including alcohol) are substances that affect the way the body functions when they are used. If a drug is
illegal it means that it is forbidden by law. Different drugs have different effects on people, and different factors can
impact on the experience of drug use.
These include:
● the drug itself (e.g. the pharmacological properties of the substance being taken);
● the individual taking the drug (e.g. age, sex, physical and mental health of a person);
● the environment (the setting where the drug is being used)
Drug and alcohol use and the law.
In Australia, the legal drinking age is 18 years old. It is illegal for someone under the age of 18 (minors) to purchase
or to drink alcohol in licensed premises (e.g. a bar, club, restaurant). In many jurisdictions it is also illegal for
someone under the age of 18 to consume alcohol in public places.
is against the law to possess, use, make, import or sell illegal drugs. Possession of drug-using equipment (e.g. a
cannabis bong or pipe) that has been used to consume drugs is also against the law in most states and territories.
Likewise, if illegal drugs are found in a person’s locker, home, car, etc., they will be charged, unless they can prove
that the drugs do not belong to them. The penalties for drug offences vary depending on the age of the offender
(adult or minor), type of drug, quantities involved, previous offences, and the state or territory in which the offence
happened.
Activity 1
List as many different drugs as you can (good drugs and bad drugs).
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Activity 2
Choose 1 drug (tobacco, alcohol or caffeine) and list the various side-effects. Basically - what happens to your body
when this drug is in your system (you will need to do some research for this question no doubt. Elaborate on your
answer.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Below is the severity of punishments which may be given in relation to drugs which are illegal.
Activity 3
List a variety of strategies you could implement if someone offered you an illegal drug.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Activity 4
Who would be the only people we would accept drugs from (hint – we are talking about LEGAL drugs). Why would
we accept drugs from these people?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Tech
-Fre
e Fr
ida
y! W
eek
3
Lite
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N
um
era
cy
PD
HP
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rea
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Art
s O
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W
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ers
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wri
tin
g p
iece
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g w
hat
th
e fi
rst
thin
g yo
u
wan
t to
do
wh
en L
ock
do
wn
is o
ver
is. G
ive
at le
ast
3 re
aso
ns
wit
h
sup
po
rtin
g ev
iden
ce (
OR
EO).
El
abo
rate
!
Hav
e an
ad
ult
pu
t a
pie
ce o
f co
lou
red
tap
e o
n a
fan
bla
de
. On
it
s sl
ow
est
spee
d, c
ou
nt
ho
w m
any
rota
tio
ns
it c
om
ple
tes
in 1
0 se
con
ds.
If it
co
nti
nu
es
in t
his
sa
me
man
ne
r, h
ow
man
y ro
tati
on
s w
ill it
co
mp
lete
in 3
wee
ks?
Des
ign
a N
inja
War
rio
r st
yle
o
bst
acle
co
urs
e in
yo
ur
yard
. Use
co
nes
, hu
la-h
oo
ps,
th
e sw
ing-
set
and
mo
re t
o t
ry t
o c
om
ple
te t
he
co
urs
e in
a s
et a
mo
un
t o
f ti
me.
Be
ad
ven
turo
us,
fu
n…
bu
t b
e sa
fe!
Cre
ate
a co
lou
rin
g p
age
th
at
con
tain
s a
wo
rd e
xpla
inin
g th
e
emo
tio
n y
ou
are
fe
elin
g to
day
. Fill
ea
ch le
tte
r o
f th
e w
ord
wit
h d
i-
ffer
en
t ge
om
etr
ic s
hap
es o
r p
atte
rns.
Wh
en
yo
u a
re f
inis
hed
, co
lou
r it
in.
Cre
ate
a ga
me
of
Triv
ia f
or
you
r fa
mily
/ s
om
e fr
ien
ds
via
Face
Tim
e. T
ry a
nd
th
ink
of
a
vari
ety
of q
ue
stio
ns
you
KN
OW
th
e
answ
er t
o a
nd
go
fro
m t
he
re.
Ch
oo
se a
ch
arac
ter
fro
m a
vid
eo
gam
e o
r TV
sh
ow
. Cre
ate
a so
cial
m
ed
ia p
rofi
le f
or
them
. Wh
at
wo
uld
th
eir
pro
file
pic
ture
be
? W
hat
typ
e o
f in
form
atio
n a
nd
p
ictu
res
wo
uld
th
ey s
har
e?
Use
a p
iece
of
grap
h p
aper
an
d
des
ign
a q
uilt
. Yo
u m
ay o
nly
use
4
colo
urs
on
yo
ur
qu
ilt, a
nd
yo
u
mu
st u
se t
he
enti
re p
age
. Wh
en
you
are
fin
ish
ed, d
ete
rmin
e th
e
fra
ctio
n, d
ecim
al, a
nd
pe
rcen
t o
f ea
ch c
olo
ur.
Pla
n a
nd
pre
sen
t a
5 m
inu
te f
itn
ess
rou
tin
e to
yo
ur
fam
ily t
o o
ne
of
you
r fa
vou
rite
, up
bea
t so
ngs
. Aft
er
you
hav
e sh
ow
ed t
hem
yo
ur
rou
tin
e, g
et
them
to
fo
llow
th
e
step
s so
yo
u a
re a
ll d
oin
g so
me
ex
erci
se!
Hav
e a
Lego
co
mp
eti
tio
n w
ith
so
meo
ne
fro
m h
om
e a
nd
let
som
eon
e ju
dge
yo
ur
mas
terp
iece
s.
Yo
u e
ach
ge
t 15
min
ute
s to
be
as
cre
ativ
e a
s p
oss
ible
. Th
e m
ore
u
niq
ue
you
r cr
eati
on
is, t
he
be
tte
r!
Sit
wit
h y
ou
r p
aren
ts a
nd
ask
ab
ou
t yo
ur
fam
ily h
isto
ry. S
ee
if
you
can
mak
e a
Fam
ily T
ree
of
sib
lings
, par
en
ts, g
ran
dp
are
nts
, au
nts
, un
cles
, co
usi
ns,
etc
. Se
e h
ow
far
yo
u g
et
wit
h t
his
!
Wri
te a
dra
ma
(sh
ort
pla
y) a
bo
ut
you
r w
eek
of
lear
nin
g at
ho
me.
R
eme
mb
er t
o in
clu
de
char
acte
rs,
dia
logu
e, s
etti
ng,
an
d a
cts.
Fin
d 6
ch
apte
r b
oo
ks in
yo
ur
ho
me
and
rec
ord
th
e n
um
ber
of
pag
es in
ea
ch. H
ow
man
y n
um
ber
se
nte
nce
s ca
n y
ou
cre
ate
usi
ng
thes
e n
um
be
rs?
Wh
at is
th
e
aver
age
nu
mb
er o
f p
ages
in t
he
se
6 b
oo
ks?
Hea
d t
o y
ou
r lo
cal p
ark
(wit
hin
5k
m d
on
’t f
org
et)
, tak
e a
socc
er
bal
l / f
oo
tbal
l / V
ort
ex a
nd
en
joy
som
e ti
me
wit
h y
ou
r fa
mily
. Ru
n
aro
un
d. G
et a
ctiv
e. H
ave
fun
!
Fin
d a
n it
em
in y
ou
r b
edro
om
an
d
ske
tch
it t
o t
he
be
st o
f yo
ur
abili
ty.
Mo
ve a
rou
nd
th
e o
bje
ct s
o y
ou
can
se
e t
he
vari
ety
of
way
s it
loo
ks in
d
iffe
ren
t lig
ht
/ p
osi
tio
ns.
Tak
e
you
r ti
me
!
Bu
ilt a
fo
rt o
ut
of
she
ets,
ch
airs
an
d o
the
r m
ate
rial
s. R
aid
th
e li
nen
cu
pb
oar
d a
nd
tu
rn y
ou
r h
om
e in
to
an
ad
ven
ture
pla
ygro
un
d!
Wri
te a
sill
y st
ory
wit
h a
fam
ily
me
mb
er.
Wri
te 2
sen
ten
ces
on
se
par
ate
lines
. Fo
ld t
he
pap
er,
sho
win
g o
nly
th
e la
st li
ne.
Sw
ap
pap
ers.
Rea
d t
he
sen
ten
ce a
nd
w
rite
2 m
ore
sen
ten
ces.
Rep
eat
5 ti
mes
, th
en r
ead
yo
ur
sto
ry.
Cre
ate
a le
sso
n e
xpla
inin
g h
ow
to
tu
rn f
ract
ion
s in
to d
ecim
als
and
d
ecim
als
into
fra
ctio
ns.
Yo
ur
less
on
mu
st in
clu
de
tea
che
r n
ote
s,
a gu
ided
pra
ctic
e ac
tivi
ty, a
nd
an
in
dep
end
ent
acti
vity
.
Wit
h t
he
assi
stan
ce o
f yo
ur
par
ents
/ a
sib
ling,
lear
n a
new
ga
me
/ ac
tivi
ty w
hic
h y
ou
hav
e n
ot
pla
yed
bef
ore
. Th
is c
ou
ld b
e Ch
ess,
C
hec
kers
, Tw
iste
r, B
adm
into
n o
r m
any
mo
re. L
earn
th
e ru
les
and
se
e h
ow
yo
u g
o!
Be
cre
ativ
e w
ith
so
me
co
oki
ng
this
af
tern
oo
n. H
ave
you
r p
are
nts
as
sist
yo
u in
mak
ing
som
e co
oki
es
and
se
e h
ow
de
cora
tive
yo
u c
an
get
wit
h t
he
icin
g w
hen
th
e co
oki
es
hav
e fi
nis
he
d c
oo
ling
do
wn
ou
t o
f th
e o
ven
.
Du
rin
g th
e d
ay /
eve
nin
g, a
sk y
ou
r p
aren
ts t
o r
eco
un
t a
few
sto
rie
s ab
ou
t yo
u w
hen
yo
u w
ere
litt
le.
Wh
at is
th
eir
fav
ou
rite
me
mo
ry?
Wh
at w
as t
he
ir s
cari
est
mo
men
t w
ith
yo
u?
Wh
at w
as y
ou
r n
ame
go
ing
to b
e if
yo
u w
ere
th
e o
pp
osi
te s
ex,
etc
?
Rea
d o
r lis
ten
to
a p
ictu
re b
oo
k.
Wh
en y
ou
are
fin
ish
ed, i
llust
rate
a
ne
w c
ove
r fo
r it
. Wh
at t
hin
gs
wo
uld
yo
u c
han
ge?
Wh
y d
o y
ou
th
ink
thes
e ch
ange
s ar
e n
eed
ed?
Pre
dic
t h
ow
far
yo
ur
5km
rad
ius
is
fro
m y
ou
r h
om
e. W
her
e, d
o y
ou
b
elie
ve, t
his
re
ach
es t
o f
or
all
com
pas
s p
oin
ts (
N, S
, E, W
). A
fter
Te
ch-F
ree
Frid
ay, f
ind
ou
t if
yo
u
we
re c
orr
ect
or
no
t b
y lo
oki
ng
it
up
!
Hav
e a
par
ent
/ si
blin
g ca
ll o
ut
a
list
of
bo
dy
par
ts (
liver
, hea
rt,
fem
ur,
cra
niu
m, e
tc)
and
see
if y
ou
ca
n id
enti
fy t
hem
co
rrec
tly
by
po
inti
ng
to t
hem
. Pri
or
kno
wle
dge
is
go
ing
to b
e es
sen
tial
!
Pla
y th
e so
ng
‘Nu
tbu
sh C
ity
Lim
its’
at
so
me
sta
ge d
uri
ng
the
day
. C
hal
len
ge y
ou
r p
aren
ts /
sib
lings
to
a D
ance
-Off
. Las
t p
erso
n s
till
do
ing
the
Nu
tbu
sh w
ith
ou
t st
op
pin
g w
ins!
Hav
e a
Frid
ay n
igh
t M
ovi
e N
igh
t w
ith
yo
ur
fam
ily.
Ch
oo
se a
var
iety
o
f m
ovi
es
and
th
en n
arro
w it
do
wn
to
on
e w
hic
h y
ou
all
cho
ose
. En
joy
the
tim
e y
ou
hav
e t
oge
the
r!
