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Harcourt Public School – Stage Two (Years 3 & 4) Term 3, Week 9 – Non-Digital Learning Unit
• These tasks can be competed in a workbook or on paper and returned to the school for marking.
Monday–
Morning
WRITING
LI: We are learning about complex sentences.
SC: We can
-identify a simple sentence(clause)
-identify verbs
-use conjunctions to add a dependent clause to a simple sentence to make a complex sentence
A complex sentence is made up of an independent clause and a dependent clause.
An independent clause is a simple sentence. It makes sense on its own.
eg. The cat is sitting on the mat.
A simple sentence has a subject and a verb. In this sentence the subject is cat and the verb Is is
sitting. The sentence makes sense on its own. It is independent. Remember a sentence (clause) must
have a verb.
The following sentence is complex.
The cat is sitting on the mat because it is tired.
The clause because it is tired does not make sense on its own. It is dependent on the rest of the
sentence to make sense.
The cat is sitting on the mat because it is tired.
Complex sentences have two verbs because they are made up of two clauses.
Complex sentences are made by using a subordinating conjunction to join a dependent clause to an
independent clause.
The cat is sitting on the mat because it is tired.
In the above sentence the conjunction because joins the dependent clause to the simple sentence to
explain WHY? (REASON).
Other conjunctions used are: if, so that, therefore, since, in order
Some conjunctions join clauses to explain WHEN (TIME): before, while, until, after, when
Today we are going to add a dependent clause to an independent clause to make complex sentences.
eg. The baby is crying. Simple sentence (independent clause).
When she wakes up the baby is crying. Complex sentence
eg. I watch TV. Simple sentence.
I watch TV because I’m bored. Complex sentence
I had my breakfast. Simple sentence
Before I went to school I had my breakfast. Complex sentence
Complete the worksheet – appendix 1
SPELLING Learning Intention: We are learning to identify the phoneme and its grapheme or, ore, a, aw, au. Success Criteria: I can • hear the phoneme (sounds) in a word and write it down. • check my work for accurate spelling.
Look, Say, Cover, Write and Check your spelling words (see below for words).
OR
If you have someone at home, ask them to do a pre-test with your spelling words. They can say the
word then put it into a sentence for you to spell.
Learn the words you spelt incorrectly and don’t know the meaning of.
1. draw
2. warm
3. before
4. lawn
5. corner
6. brought
7. caught
8. scrawny
9. storey
10. wardrobe
11. applaud
12. audience
13. audible
14. cordial
15. flawless
16. translate
17. transfer
18. transparent
19. transplant
20. transport
Break
Middle MATHS Learning Intention We are learning that division means sharing a group of objects fairly. Success Criteria I can divide a group of objects equally. Division is when we share a group of objects fairly. For example if we share 8 biscuits equally between 4 people, they each get 2 biscuits.
Activity - Complete the worksheets attached (See Appendix 2) Problem of the day - 28 people went camping. There were 7 tents. How many people were in each tent?
Break
Afternoon Music In this lesson we will create a drum to use to make a beat for our four-line chant, which we created in another lesson. LI: We are learning to create music on a drum that will turn our chant into a rap. SC: I can maintain a steady beat. I can create a beat that is at a pace that fits my chant (created week 5). Here are the steps to make a tin can drum-shaker. You will need a balloon, a rubber band
and a tin can or jar and rice. If you don’t have a balloon, you could use a few layers of plastic
wrap.
You can use these instruments to play along with chant. .
WRITING-Complex Sentences (appendix 1)
Add a dependent clause to the following simple sentences to make a complex sentence.
Use a subordinating conjunction: before, if, therefore, since, in order to, because,
when, while, until, after, before
eg, I go to school.
I go to school after I eat my breakfast.
1. Mum is happy.
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2. Jack went to the shop.
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3. I am frightened at night.
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4. The man crashed the car into the house.
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5. They built an enormous snowman.
……………………………………………………………………………………………………………………………
Finish these sentence beginnings to make a complex sentence. The added
clause MUST have a verb.
1. Before I go to bed…………………………………………………………………………….. .
2. After I went swimming….……….……………………….…………………………………..
3. Until you get better……………………………………………………………………………
4. When I grow up…………………………………………………………………………………..
Since I have been exercising………
Maths- Appendix 2
Tuesday–
Morning READING
Learning Intention: We are learning to understand information text
Success Criteria: I can
- read or listen to a news article
- tell someone at least 1 interesting fact I heard or read
Read the news story - ‘Goats brought in to prevent bushfires in NSW Central West’ (Appendix 1)
After reading this news story, tell somebody something you have learnt from this story. Think about
what you found interesting from this news story. Share it with someone at home then share it with
your teacher!
This is what your teachers found interesting!
Ms Dwyer – “Goats are so reliant, they are happy to eat and graze any time of the day through any
weather. The fire fighters won’t need to wait for good weather.”
Mrs Beare– “I can’t believe with all our developed technology, a herd of goats is our solution!”
Mr Hung - “I learnt that back burning is not the only solution to resolving bush fire risks. The goat
solution is naturally safer to our environment and they get fed well at the same time!”
WRITING
LI: We are learning to use pronouns correctly.
SC: I can:
- recognise the correct personal pronoun to put in a sentence
- match the pronoun to the noun by gender and number
Read the fact file on Emus and put in the missing pronoun (appendix 2)
First read the dictionary meaning of the following tier 3 words. Now read the fact file and fill in the
missing pronouns.
omnivores: an animal that eats all kinds of food, including meat and plants.
savannahs: open grassy plains
Task 2: Write a sentence using the words omnivores and savannahs.
Break
Middle MATHS Learning Intention We are learning to record remainders in division. Success Criteria I can create a division sentence using remainders. Division with remainders Sometimes when we share things into equal groups there can be some left over. For example if we share 11 strawberries between 2 people, each person would get 5 strawberries and there would be 1 strawberry left over. We call these left overs ‘remainders’.
Activity - Complete the worksheets attached (Appendix 3) Problem of the day - 21 people wanted to travel by car to the beach. There were 6 cars. How many people fit equally into each car? Were there any remainders? How do you think they got to the beach?
Break
Afternoon PE Complete the following activities:
Appendix 1
Appendix 2 -WRITING
EMUS
Fill in the missing pronouns: they, their, them, it, he. You can use the pronoun more than
once.
Emus are omnivorous birds. …………………...eat fruit, flowers, seeds and green plants as well as
insects and bugs. When emus peck at grass
,,,,,,,,,,,,,,,,,,,,,…...will also pick up snails, slugs and grubs too.
Emus have a gizzard. The food they swallow goes into the gizzard to be ground up so that
………...can be digested. Emus swallow stones to help grind up the food in ……………...gizzard.
Emus are very unique in the way they look. ……………….have long necks and very sharp
beaks………………...ears are quite small and they have two sets of eyelids. They have powerful
long legs with three toes on each of ……………...feet.
Emus still have wings even though they are flightless…………….use them to cool themselves
down. They stretch ………….. out and allow air to move around their body. ……..…..also use
them when they’re running at top speed to steer themselves in the right direction.
Emus live in Australia. ,,,,,,,,,,,,,,,,,,,,,,,,,,,,live on savannahs, grasslands and in woodlands.
Female emus lay eggs. The male emu looks after the eggs for eight weeks. ………….rarely leaves
the nest during this time. When the eggs hatch the male emu looks after the chicks.
Appendix 3
Wednesday–
Morning
WRITING
In this activity you will be building up your field knowledge about emus. You will be listening to some
information read to you and taking down key words. Use your notes to write a summary /paragraph
about what you learnt about emus.
LI: We are learning to take notes by skimming a text or listening to it being read.
SC: I can
-Identify and summarise key ideas in a text.
-use key words to write sentences and a paragraph
If you can get someone to read the passage (appendix 1)to you two times. The first time just listen.
On the second reading write down the key words. If you can’t get someone to read it to you just read
it yourself and take down the key words. When finished use these key words to write a paragraph
about emus.
Make sure you write it in your own words.
Use the attached worksheet (appendix 2)to show your note taking (key words) and paragraph
SPELLING Learning Intention: We are learning to identify and use the prefix ‘trans’. Success Criteria: I can • explain that the prefix ‘trans’ means ‘across’ or ‘beyond’ • identify words that have the prefix ‘trans’ • use words with the prefix ‘trans’ correctly in context Activity 1: Prefix The prefix ‘trans’ can mean ‘across’ or ‘beyond’. Match these words to their meanings: translate, transparent, transplant, transport, transit, translucent, transatlantic
1. To move a living thing across and plant it in another place 2. To carry something across from one place to another 3. To change words across from one language to another 4. Able to be seen through and beyond 5. To allow light to pass/move across 6. Across the Atlantic Ocean 7. Action of passing through or across a place
Activity 2: Body Spell Spell your words using your body to make each letter.
Take some photos or videos of yourself spelling one of your list words.
Challenge: Have some fun being creative by editing your video!
Break
Middle MATHS Learning Intention We are learning to recognise and use the division symbol. Success Criteria I can use a division symbol in a number sentence. Division Symbol The division symbol ÷ means to “share into” eg 8 ÷ 4 = 2 means 8 shared into 4 groups is 2. This says 8 divided by 4 equals 2. It means there are 4 groups of 2 objects. Activity - Complete the worksheet according to your year group. Year 3 – page 29 (Appendix 3) Year 4 – page 22 (Appendix 4)
Problem of the day Write the number sentence out using the division symbol.
There were 15 chores that needed to be done at Ellie’s house. Ellie and her 2 brothers shared the chores equally. How many chores did each child do?
Break
Afternoon HISTORY
LI: We are learning to name and locate different groups within our community.
Appendix 1 WRITING
Appendix 2
Emu Note Taking
Key Words
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Paragraph
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Appendix 3 (Year 3)
Appendix 4 (Year 4)
Thursday–
Morning READING
Learning Intention: We are learning to understand captions
Success Criteria: I can
- explain what a caption is
- write a caption for an image
- select an image suited for a caption
Last week we learnt about captions. Remember a caption is a short explanation under or beside a
picture that gives readers information about the picture. It can be informative or entertaining!
On Tuesday you read the news article about goats being used to prevent bushfires. The pictures had
captions too and they were informative.
This is an example from the article. It is
informative.
This is an example of an entertaining caption!
Some exceptional captions were created last week both informative and entertaining.
Here they are!
Entertaining
When turtles are going to work
Amir Kabaha 3H
Informative
Alan Yu 3/4N
Activity
Your task today is to create captions either informative or entertaining and then you are given some
captions which you will need to draw or attach an image to. Read the caption carefully and look for
images which best suits that caption or you can design and draw your own. (worksheet appendix 1)
WRITING LI: We are learning to take notes by finding key words and expanding these into sentences to write a paragraph. SC: We can:
- find key words in a text - expand these key words into a sentence - write a paragraph using our own words
Read the texts provided on emu reproduction (appendix 2). Highlight key words. Write the key words on the worksheet (appendix 3). Expand these key words into sentences to make a paragraph. Remember to write a topic sentence. The topic sentence introduces the paragraph. When you have finished read back your writing to make sure that it makes sense. Check the subject-verb agreement and that you have used pronouns correctly. Have you used the correct articles? Check for full stops and capital letters.
Break
Middle MATHS
Learning Intention We are learning to use the inverse operations of multiplication and division. Success Criteria I can use inverse operations to solve division and multiplication problems. Inverse Operations Knowing our times tables helps us to work out division problems. Division and multiplication are opposite or inverse actions. This means that we can have a number sentence like 12 ÷ 3 = 4 and use the reverse action of multiplication to make it 4 x 3 = 12
Activity - Complete the worksheet according to your year group Year 3 – Appendix 4 Year 4 – Appendix 5
Break
Afternoon Learning Intention
We are learning to design a solution to prevent an egg from breaking when it is dropped.
Success Criteria
What I am looking for:
- choose the right materials to solve a design problem.
You are going to be creating a design that helps keep an egg from breaking when it is dropped!
You’re going to need the materials which you should have started collecting last week. Think
about the properties of your materials and how they can be used to protect the egg. You might not
need to use them all!
Today you will submit your design and create your “egg protector” using the Engineering Design
Process.
See appendix 6
1. Think about the properties of the material you have collected. Which ones could help slow
the egg down as it is falling? Which ones could catch the egg softly before it hits the ground?
2. Plan on paper with a sketch or diagram, a creative design for a device that will prevent your
egg from breaking when you drop it.
3. Include a list of the materials you will use.
4. Upload your design plan and on the worksheet, explain why you think it will work and why
you have chosen to use these materials (remember to refer to their properties).
5. Create your simple “egg protector” design.
6. Attach a photo of your design!
Next week we will drop our eggs to test our designs!
Appendix 1
Appendix 2-Writing
Reproduction
Article 1
Emus generally find partners in summer, December-January, and breed in the winter
months, May-August.
If conditions are bad, such as a severe drought, emus may not breed at all, or the female
may only lay a few eggs.
In excellent conditions she may lay a larger than usual clutch of eggs.
The large, dark green eggs are laid gradually over several days, usually 5-9 days. However,
they will all hatch at the same time.
The male sits on the eggs for 8 weeks until they hatch. He rarely leaves the nest and does
not eat much during this time. He moves only to stand and turn each egg, up to ten times a
day.
The female does not stay with the eggs or chicks. Because the climate may be harsh, it
takes a while for her to regain her energy so that she is ready to breed in the next season
with a different male.
Article 2
The female is larger than the male and lays 5-12 eggs during the breeding season, which is
normally winter. The nest is a low platform of twigs and leaves. Once the eggs are laid, the
male is responsible for sitting on the eggs for the entire nesting period, lasting about eight
weeks. During this time, the male rarely eats and drinks, only leaving the nest to turn the
eggs. The emu chicks are born with striped feathers and grow rapidly, eating insects, native
fruits and plants. The emu family called a mob, stays together for as long as eighteen
months.
Appendix 3
Emu Reproduction
Key Words
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Paragraph
Reproduction
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Appendix 4 (Year 3)
Appendix 5 (Year 4
Appendix 6
Attach a picture of your sketch or diagram for a design that will protect the egg from
breaking:
What materials have you used?
Why have you chosen these materials?
How will your design work to keep the egg from breaking? (Will it catch the egg, or slow the egg as it falls?)
Attach a photo of your design once you have finished building it: Wait until next week to
test your design!
Friday–
Morning SPELLING
Learning Intention: We are learning to check to see if we know how to spell our words correctly.
Success Criteria: I can
• recall my spelling words and spell them correctly.
• check the words I get right and wrong and relearn the words I got incorrect.
Activity 1:
Ask a parent/carer to test you on your spelling words. Make sure you mark it!
Activity 2:
Reflection questions to answer:
• Were there any tricky words you can now spell?
• Were there any words you still need to practice?
• Have you improved from your Monday pre-test (if you did one)?
Break
Middle Speaking & Listening
Learning Intention: We are learning to read a story to a family member using expression, effective
pace and a loud clear voice.
Success Criteria:
I can choose a book (fiction or non-fiction) to read to a family member.
I can use expression and a loud clear voice when reading the book.
Activity
- Choose a book (fiction or non-fiction) and read it to a family member. It may be a picture
book that you read to a younger sibling. It may be 5 pages of a chapter book that you read to
an adult in your family.
- Make sure you use expression when reading to capture the attention of your audience. Use a
loud, clear voice and an effective pace when reading the book.
When you have finished reading the book, answer the following questions in your workbook:
1. Write 2 positive comments about the way you read your book (e.g. I spoke clearly, I used
expression in my face).
2. How could you improve your reading? (e.g. I spoke too fast).
Break
Afternoon STEM Challenge Learning Intention: We are learning to design and build a paper table Success Criteria: I can sketch my designs. I can build a table made of paper to support the weight of a tin can.
I can test my design.
I can reflect and make improvements to my design if needed.
Rules:
• The table needs to be at least 20cm tall.
• The table needs to be strong enough to hold a tin can, such as tinned tomatoes or baked
beans.
Materials you are allowed to use:
• paper
• piece of cardboard about the size of your workbook or side of a cereal box
• can of tomatoes (or other canned food)
• sticky tape
• ruler
• Scissors
Time to think and design...
• Have a think about how to make paper stronger. What happens when you twist the paper or roll
it into tubes?
• Sketch some designs in your workbook. Have a look at how furniture around the house is built to
get some ideas
• Does your design meet the challenge rules?
Tip: think about ways to get paper to support weight. Try making strong tubes by rolling the paper tight. Brace the legs of the table by adding triangles to the design.
Time to build and test.... • Build your table • Make your design and test it. Does it stand up? Can it hold the weight of a tin can? • Draw or take a photo of your design • Why do you think it did/did not work? • What else could you try? For those who want a challenge:
• Make the table taller.
• How much weight can your table hold? Keep adding weights until it collapses!
