Complete Education Australia Grade 5 · Print the title letters, decorate them and put them along the top of your display. In the example, a piece of material has been draped on stick-on

Complete Education Australia

Grade 5

Term 2 Complete Education Australia – Grade 5, Term 2 © 1

Complete Education Australia – Grade 5, Term 2 © 2

Term 2 Book List: Tuck Everlasting by Natalie Babbitt

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.

Complete Education Australia – Grade 5, Term 2 ©

3

Grade 5, Term 2 English – Week 1 You Will Need: Coloured markers, glue, fabric, stick-on hooks, cardboard, Blu -Tack

Activities:

Lesson 1: Spelling: adopt dollop optimism optician helicopter hopscotch microscopic optimist optimistic adopted optic option

Spelling Shot: Print the spelling word sheet. Next to each word, write a score of difficulty, from 10 if its easy, 15 a little tricky, 12 hard, 25 very hard. Set up a bucket or bin about 5 large steps from a starting marker. Cut out the 4 score numbers and place the 10, 1 step from the bin. 5, two steps from the bin and so on. Ask a parent to call out a random spelling word. Go to the level you have given it. Try and spell the word. If you get it right, take a shot, put the score on your sheet, even if you didn’t make the shot (Spelling the word was a success). If you were not right, try another word.

Lesson 2: Language This term we will be making the journey through the novel “Tuck Everlasting” by Natalie Babbitt. Each week we will have some language activities that relate to the novel. This week, print out the Language activity Sheet. You will have the chance to explore some words that may be new to you. Learning new words gives your writing more power, as you will be able to express yourself even better.

Create a “Tuck Everlasting” Display folder to keep all your language and summary activity sheets in. Decorate the title page and put it in the front cover of your display folder.

Read Chapters 1 & 2 of “Tuck Everlasting”

Lesson 3: Handwriting Handwriting is still an important skill. Some people think that since we use computers we do not need to write neat. This is not the case. Cards, letters, signing documents, writing drafts are just a few of the examples where handwriting is always used. This lesson should be a relaxing time to enjoy working on the shape and size of each letter. Put on some of your favourite music and complete your handwriting activity sheet.


4

Lesson 4: Literature Study After reading chapters 1 and 2 of the novel, print and complete the literature activity sheet. This will give you the chance to think about what you have read. A Novel is a heap more fun when you really get to take it in. Some people love to make a wall display throughout the term as they enjoy a novel. Print the title letters, decorate them and put them along the top of your display. In the example, a piece of material has been draped on stick-on hooks, to act as a border for the display. Cardboard is used to make the background. Each week as you create something from the Novel you can add it to the display.

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.


5


6

Word Score My Tally

adopt

dollop

optimism

optician

helicopter

hopscotch

microscopic

optimist

optimistic

adopted

optic

option

Spelling Shot


7

Before you read the chapter: In chapter One, the author states, “Nothing ever seems interesting when it belongs to you – only when it doesn’t.” Do you think the author is correct in making such a statement? Defend your response. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Vocabulary Choose a word from the list to complete each sentence. forlorn tangent tranquil contemplation dissolve infinite tolerant oppressive meager accessible

1. The monkey was astonished to see the sugar cube _____________ in the glass of water. 2. You will never find so ____________ a scene as a beautiful rose garden in Summer. 3. When you have four younger brothers, you soon become quite _______________ of childish behaviour. 4. I have never seen such a ______________-looking child as young Jim when his parents dropped him off at Summer camp.

Tuck Everlasting Language

Chapters 1 and 2


8

5. By placing the shelf near the sink, they make it ______________ to everyone working in the kitchen. 6. There seems to be an _____________ number of stars in the heavens. 7. The soldier’s rations were so ____________ he was afraid of starving to death. 8. The solution to that difficult problem will require a great deal of _____________. 9. The tsar was a most _______________ ruler. 10. Jeremy’s thoughts tend to go wandering off on every ______________ imaginable.

Tuck Everlasting Language

Chapters 1 and 2 Continued


9


10


11


12


13

What is the setting Chapter 2? ________________________________________________________________________________________________________________________________________________________________________________________ Not too many novels for young readers include a Prologue. The purpose of a Prologue is to provide a setting for the story and give background details. What three events does the Prologue mention? 1. __________________________________________ __________________________________________ 2. __________________________________________ __________________________________________ 3. __________________________________________ __________________________________________ To what farm does the term bovine apply? ______________________________________________ How would you describe the atmosphere that surrounded the Fosters’ cottage and the neighbouring woods? __________________________________________________________________________________________________________________________________________

Tuck Everlasting Literature

Chapters 1 and 2


14

Grade 5, Term 2 Mathematics – Week 1 You Will Need: Masking tape, scissors, coloured markers, jump-rope

Activities:

Lesson 1: Mathletics: Topic: NA Patterns and Algebra, Find the Missing number This activity you will need to work out the value of the missing number variable that is represented by the triangle in the equation.

Using the grid paper, make your own broken grid and ask a parent to make one also. Write some clues and then Swap with each to solve them.

Lesson 2: Mathletics: Topic: MG – Measurement - Units Perimeter of shapes Make some rectangle shapes using masking tape on the floor. How many foot prints long are the sides?

Have a look at the rectangle. Can you see that two of the sides are the same length? Of course you can. So you will not have to add up each side, as the length will be the same. When you are finding the perimeter of a rectangle, add the two sides that are the same, and then the other two sides, to find the perimeter. What is the perimeter in “Footprints” of your tape rectangle?

Lesson 3: Perimeter and Area activity: Perimeter is the measurement of the outside of a shape. Print the shape animals. You can make one or the whole group by making extra copies of the graph paper. When the shape is not a rectangle, you need to measure the outside all the way around to find the perimeter. In this activity, the squares are 1cm in length. You can count the squares all the way around to find the perimeter. Make one of the animals and work out what the perimeter of the animal is. You may find it easier to work this out while it is flat, before you bend it into shape. Write the perimeter on its back or tummy.


15

Lesson 4: Mathletics: SP- Review Data: Column Graphs In this activity you will read information from a column graph. The questions range from reading numbers directly from the vertical axis to adding results for combination questions. The vertical axis scale changes according to the level of difficulty

Lesson 5: WORK SAMPLE: Digital Technology Make a graph: Watch this small clip to learn more about line graphs. https://www.youtube.com/watch?v=n2YkbdNORp8

Make your own line graph. If you wanted to know how quickly a person gets tired you could make a line graph.

Find a volunteer. The volunteer can either jump rope or record the jumps first (you will change jobs). Before you begin, make a data table on the computer. This will allow you to record the information from your jumps. You will need to include the person who is jumping, a place to write in the time (2 min, 4 min, 6, min etc) and a place to write in the score. Print it off and take it outside to begin Jumping. Count the jumps for the first 2 minutes, then next 2 minutes and continue until you or your volunteer have been jumping for 10 minutes.

Let’s make this information into a column graph. Along the bottom we always write the time, as a bar graph is about measuring something over a period of time.

Write 0 at the corner, then 2, 4, 6, 8, and 10 along the lines. Up the side you can record the number of jumps. As it will be hard to write every number in let’s mark each line by 5’s. Start with 0 in the corner, then 5, 10, 15, 20 all the way to the top of the graph.

Record the information that you recorded in the first round. For example: At the 2 minute mark, go up the line to mark how many jumps were achieved. Join your dots to see how you slowed jumping over time.

Now ask your volunteer to do the same. Mark their information in a different colour on your line graph. You can see that both people got slower at different times.


16


17

!


18


19

Jump Rope Line Graph


20

Grade 5, Term 2 Science – Week 1: Adaptions for Survival You Will Need: Small rubber gloves, plastic forks, sticky tape

Activities: When you look at the pictures of animals in this lesson, there are two main things to look for:

1. “Form”, which is the adaption (or special features) you can see

2. “Function”, which is; what is the purpose of the adaptions (or special features)

This term you will be learning about Zoology and Biology. Each week you will do a Zoologist activity sheet to record your findings from your experiments.

Print the “Zoologist Recording sheet” and photos. Ask a parent or sibling to hide the pictures around the room. On the word go, look about until you find one. Bring it back to the table. On the activity sheet, record your observations of form and function.

Claws Experiment: Create a set of claws using the rubber gloves, plastic forks and sticky tape. Tape the forks or ask a parent to, to each finger of each glove.

Put gummy worms, a slice of bread, some small cubes or objects and some sliced apple onto plates.

Print the “Crazy Claws” Activity card and the zoologist report. When you have done what was asked onto the experiment sheet, complete the report.


21


22

Animal Adaptations: 1 Animal Adaptations: 2

Animal Adaptations: 3 Animal Adaptations: 4

Animal"AdaptaHons":"1" Animal"AdaptaHons":"2"PreBAssessment" PreBAssessment"

©"Susan"Powers"2014"All"Rights"Reserved"

Animal"AdaptaHons":"1" Animal"AdaptaHons":"2"PreBAssessment" PreBAssessment"

©"Susan"Powers"2014"All"Rights"Reserved"PreBAssessment"

Animal"AdaptaHons":"4"PreBAssessment"

Animal"AdaptaHons":"3"


PreBAssessment"

Animal"AdaptaHons":"4"PreBAssessment"

Animal"AdaptaHons":"3"



23

Animal Adaptations: 5 Animal Adaptations: 6 Animal"AdaptaHons":5" Animal"AdaptaHons":"6"

PreBAssessment" PreBAssessment"


Animal"AdaptaHons":5" Animal"AdaptaHons":"6"

PreBAssessment" PreBAssessment"



24

FO

RM

FUNC

TION

1.

2.

3.

4.

5.

6.

Key

Conc

epts

: For

m an

d Fu

nctio

n W

ho? W

hat?

Why

? Ca

n yo

u ide

ntify

the

anim

al’s a

dapt

ation

and

exp

lain

the

func

tion

behin

d it?

Us

e th

e pic

ture

car

ds to

com

plete

the

chall

enge


25

Crazy Claws

• Try to pick up the materials in this

station using the special claws

• Which materials are easiest to pick up?

• What purpose do you think long claws serve for the animal?

• Complete the zoologist’s report sheet

with your thinking


26

Zoologist Report: Crazy Claws

Experiment: _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Concluding Thoughts: _________________ _________________ _________________ _________________

Diagrams to illustrate


27

Grade 5, Term 2 HASS – History – Week 1: Australian Colonies after 1800 You will need: 3 boxes, 2 broom handles, cane stakes, two buckets, a sheet, tape

Activities: In Grade 4 you learnt about why the British Colonised Australia and how this impacted the Aboriginal people. Watch this clip for a short reminder of the initial colonisation of Australia. https://www.youtube.com/watch?v=MnUNEkMsjfY

After 1800 a new reason for Immigration to Australia began. It was the Gold Rush. Although gold had been rumoured to have been found in Australia as early as 1814, the first Gold fields did not appear until thirty years later. Gold discoveries were not considered blessings in the pre 1850’s Australian convict society, as the authorities believed Gold fever could potentially cause anarchy in the small British colonies.

Once Gold began to be found, everything changed. In essence it changed the country in profound ways, which continue to impact on the way we live today. If gold hadn’t been found, Australia may have developed a very different system of government, economy and population.

The discovery of Gold brought great social and economic changes to Australia. The Gold Rush preceded Australia's first major wave of Immigration from Europe and Asia. Gold discoveries of the 1850s were responsible for the creation of Melbourne's infrastructure. The Sydney Mint was the first Royal Mint to be established outside of England. Gold brought tremendous wealth and prosperity to the Colonies. Gold was partly responsible for joining all of the scattered colonies into one nation.

Skwirk: HASS/SOSE/HSIE: Knowledge and Understanding: History: Australian gold rush timeline Read the information and enjoy the activities. The find-a-word is always optional. No need to do the worksheet as we have our own activity sheet. This week’s activity sheet requires you to read the information and put the correct year next to each event.

Each week you will have an activity sheet to do for History. These activity sheets will be used as sails on your tall ship display.


28

Not everyone has room for a 3D ship. In this case make a ship from brown paper and stick it on the back of a door. Make two masts from brown paper and stick each activity sheet on the mast as sails.

This is just a suggested way to build the ship, you may have other thoughts on how to go about it.

The base is made from 3 boxes. Two for the middle of the ship and the other, cut in half and used to make a triangle for the front. Throw an old sheet over the boxes to give a ship shape effect. Stand a bucket of sand in each box and either put a hole in the old sheet, or use two sheets to provide a place for the mast to stick through. Use a broom handle in the buckets of sand as a mast. You could use fabric roll holders also. Tape on thin bamboo stakes as cross-timbers for the mast. Each week, add your activity sheet as a sail. By the end of term you will have a tall ship that fully explains the reasons that many colonies were established after 1800. Anyone who enjoys your ship will also discover what life was like, and the factors that influenced patterns of development in Australia.


29


30

Event Gold miners rebel at Eureka, VIC. This leads to the abolitions of the Miner’s License. Rich gold deposits are found in Northern Qld.

The Perth mint is established. Permission is granted for the establishment of the Sydney Mint. This is the first Royal Mint opened outside of England. The “Welcome Stranger” nugget is found in Moliagul VIC. This is the largest nugget ever found. Traces of gold are discovered in Fish River, Bathurst, N.S.W. Gold discovered in Halls Creek, W.A. This marks the gold rush to WA. Large deposits of gold are found at Coolgardie, W.A. Gold is discovered at Kalgoorlie, W.A.

1823, 1851, 1854, 1855, 1869, 1870, 1885, 1892, 1893, 1899

Australian Gold Rush Timeline


31

Grade 5, Term 2 Health – Week 1: Influences of Others You Will Need: 1 cup of cooked pasta, bowl, food colouring

Activities: People influence each other in different ways. There are positive influences and negative influences. A positive influence is a person who encourages you to do things that are good for you. An example would be someone who is fit and healthy encouraging you to play more sport or eat better. A person who is a bad influence is someone who encourages you to do something that is not good for you, or even illegal.

All of our actions have consequences. Making unhealthy choices like smoking, can lead to health problems. Making healthy decisions like eating plenty of fresh fruit and vegetables leads to a healthy body.

Having good information and the chance to think through healthy choices prepares you to make wise decisions, as you grow older.

This object lesson can demonstrate how influences work.

Put the cup of pasta into 1 bowl. The Pasta represents groups of people who are friends. Usually friends have something in common and enjoy spending time together because of their similar interests.

What happens when a person or two in the group of friends start to make bad choices? Drop a few drops of food colouring in a bowl. These drops are representing the bad choices. Imagine one of the friends in this group started smoking. Little by little, others started making this same choice.

Before long these choices started to affect, or change the character of each of the friends in the group.


32

Move one piece of pasta to the side of the bowl (but still under the water) Imagine one of the people didn't like smoking, but liked spending time with his friends. He decided he was going to stick with the group, but he wasn't going to get caught up in the same bad habits his friends were involved in. Before long, he too was starting to get stained from the bad choices being made in this group.

Making healthy choices by not allowing bad influences into our life is important.

In the first part of the activity sheet, you are asked to read the situation and decide what would be the best thing to do.

The second part of the activity sheet gives you the opportunity to fill in good choices and bad choices either you’ve made or seen others make and the consequences you or they had to experience.


33


34

Influences of Others

Situation 1: You and your friends stop at the store on the way home. You notice one of your friends put a candy bar in their pocket. What would you do? __________________________________________________________________________________________________________________________________________________________________ Situation 2: You are sleeping over at a friend’s house and one of your friends brings out a beer to share with everyone. What would you do? __________________________________________________________________________________________________________________________________________________________________ Situation 3: You see the person sitting next to you in school, copying off their neighbours test paper. What would you do? __________________________________________________________________________________________________________________________________________________________________

Good choices and good consequences I’ve made and experienced __________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________

Bad choices and bad consequences I have made or seen my friends make

__________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________


35

Grade 5, Term 2 PE – Week 1 You Will Need: Jump rope

Activities:

WARM-UP Each week you will take some time to do a warm-up. It is important to warm up our muscles so that they are ready for the hard work they will do during the activities.

Print the warm up cards. Cut them out and keep them in a plastic zip-lock bag or tin. Print the label and cut it out. Tape it to the bag or tin so that you can be sure you know where your PE warm-up cards are.

Take the pile of warm-up cards out and mix them up. Take 5 cards. Follow the instructions on these cards to get your muscles moving.

FITNESS: Measure the proper sized jump rope by standing in the centre of the rope and pulling the ends up so that it reaches from armpit to armpit.

Hold the ends of the rope loosely in fingers, with thumbs on top of the rope.

Keep elbows close to the body.

Swing rope over head. When it meets your feet, jump over it.

Have the students practice this basic jump rope skill. Encourage them to try again and again.

Count how many times they can successfully clear the rope. After 5 minutes, have them fill out this amount on their paper.

SKILLS: Double Bounce: Jump twice for each rotation of the rope

Single Bounce: Jump once for each rotation of the rope

Double Foot: Both feet take off and land together

Single Foot: Jump with only left foot or only right foot

In your Jump Rope Log each week, fill in how many jumps you can do in 1 minute (time yourself) and add a comment about what you improved on, in fitness today


36

Skip

20 Second

Plank

10 Karate

Kicks

15 Toe Touches

10 High Knees

25 Jumping

Jacks

10 Arm Circles

10 Tuck Jumps

15 Hops Left Foot


37

20 Giant Steps

10 Step Ups

20 Heel Raises

15 Wall Jumps

Walk on Tip Toes

Crab Walk

Run Fast

30 Seconds

Your Choice!

15 Hops Right Foot


38

P.E. WARM-UPS


39

Week Number

Number of Jumps

Comment

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Jump Rope Log


40

Grade 5, Term 2 Visual Arts – Week 1 You Will Need: Air drying clay, paint, clear lacquer

Activities: Working with clay can be very satisfying ad fun. Make one of these hand bowls to hold some of your special things. Your parents may even like to use it to keep the family car keys in.

Step 1: Roll out the clay until it is in a flat circle. Some air drying clay will take a long time to get to this as it is quite stiff. The more it warms up the easier it gets to work with. Take your time to manipulate the clay until it becomes easier to roll.

Step 2: Use a skewer to trace around your hand. You can ask a parent to help with this part, as it can be tricky to keep your hand still and trace it at the same time.

Step 3: Use a butter knife to cut around the hand outline

Step 4: Use your skewer or other implements to make patterns and lines on your clay hand

Step 5: Line a small bowl with baking paper. Lay your hand into the bowl. This will give it the shape you need. Leave it a day or so to dry.

Step 6: Paint your clay hand. When it is dry you can paint it again in clear lacquer if you want it to be shiny.


41

Documents

Complete Education Australia Grade 5 · Print the title letters, decorate them and put them along the top of your display. In the example, a piece of material has been draped on stick-on