Learning from Home – Bulli Public School STAGE 3 Term 2 2020, Week 3

PLEASE REMEMBER THAT THE HIGHLIGHTED TASKS ARE THE ‘MUST-DO ASSIGNMENTS’ TO BE COMPLETED

EACH DAY TO ALLOW THE MARKING OF ATTENDANCE FOR THAT DAY.

NOTE: If you have access to Google Classroom, these ‘Must-Do Assignments’ appear in your ‘Classwork’ tab to be completed on a Google Doc template and then ‘Turned In’ as per the instructions in the Google Classroom Guidelines (which are available under the Administration section of your Classwork tab).

If you DO NOT have access to Google Classroom then your completed ‘Must-Do Assignments’ need to be kept by you and brought into the school on your allocated day of attendance in person. The hard copies of work will then be collected by a staff member and passed to your classroom teacher.

You will not have to access a digital device to complete the tasks below.

However, if you do, you can use the devices to supplement these activities however appropriate.

NOTE: Writing - To begin the Narrative Unit for Stage 3, you must complete a Pre-Test Narrative Writing Assessment. This will be completed at school on your one-day of attendance. If you do not attend school on your allocated one-day of attendance this week, you will be sent the assessment task online on Friday afternoon in Google Classroom. You will need to give yourself 50 minutes to complete the Narrative Pre-Test Assessment (5 minutes planning + 40 minutes writing + 5 minutes editing) and send it back to your teacher.

Session MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Morning Kindness Challenge Day 6: Be active! Participate in a dance. You could do this by: ● playing your favourite

song and dancing ● following a ‘Just

Dance” YouTube video

● creating your own dance routine

● develop an active routine to music e.g. 3 star jumps, 3 sit ups

Kindness Challenge Day 7: Read Aloud! Take turns in reading a book, or listen to someone read. ● throughout the reading,

take turns in asking questions that start with “how” or “why”? e.g. “Why do you think that happened?”

Library - Lesson 3:

Building a Weather Station

Kindness Challenge Day 8: Participate in an activity to develop a new skill. Some ideas include: ● baking/cooking with a

parent ● sewing/knitting ● learning 10 words from

a foreign language ● learning sign language ● digital drawing ● painting Spelling Place all of your words

Kindness Challenge Day 9: Appreciate the World Around You. Notice the plants, flowers or trees outside your window. Take photos or draw these natural parts of our world. Spelling Root word – ‘novem’ What is the origin of this word and what is its meaning?

Kindness Challenge Day 10: Fill a bucket with warm water. Add soap. Throw in hard plastic toys and give them a scrub! Locate soft washable toys and throw them in the washing machine. Help by hanging these out on the clothes line. Spelling Put your words on a scale of difficulty to

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and 3 push ups (repeat)

Spelling Have a family member pre-test you on your new spelling words. Highlight the words that you need to learn.

Word Challenge: Make words of 3 more letters. The centre letter must be used. Can you find the 9 letter word?

Word of the Week

Activity: Complete the following tasks over the week.

Word: weak Definition: Use in a sentence: Challenge: Use in a sentence with the word ‘but’ Synonym: Antonym: Prefix: Suffix: -ing, -en, -er

Today you need to start building an anemometer as part of what can be your own weather station. An anemometer measures wind speed. Following the attached instructions and think independently to try and build this instrument. After you have made your anemometer: ● Decide on a location

in your yard where you can use your model to begin collecting data about wind.

● Use a stopwatch/timer to count how many times the anemometer completes one rotation in a minute.

● Do this in the morning and the afternoon over 2 days.

● Record your results. Write 2-3 sentences about what you noticed about the wind on these 2 days.

into alphabetical order and show the syllables Reading: Character Self-Portrait Adopt the role of a character from the text you are reading. Using the following sentence starters create a profile for that character using clues from the text. ● My name is…... ● I live in…… ● I like to……. ● I don’t like…….. ● The most interesting

thing about me is…………...

Add an illustration of your character. English - Writing Narrative texts usually follow a clear and distinct structure. Here is a simple guide to the structure of a basic narrative. Orientation – the beginning of the story which introduces the setting (time, place and atmosphere), the plot (storyline) and the characters. Complication – the characters experience a problem or challenge, which they must try to solve or overcome.

Suffix ‘able’ What does the suffix able mean? Record 10 words that use this suffix. History- On Sale Unit: Shops and Shopping

Lesson 3:European colonial needs and

wants Read the history resource file attached to your Learning from Home Program European Colonial Needs and Wants and answer these questions.

Case Study Part 1:  Mary Reibey 

Use the attached materials to investigate who Mary Reibey was and why she is such a significant figure from Australia's past. Complete the Pages titled “Mary Reibey - Thief, convict, Businesswoman” and “From humble beginnings … Mary Reibey’s letter from the colony, 1972”.

spell from 0% to 100% Grammar What does the idiom cut to the chase mean?

Text Location Mapping : Create and label a map of the places in your text. If there are several places in your text choose the main one. English - Writing Choose one of the narrative sentence starters below and mind map all the possible events that could occur in a story with that opening. Choose one of the options that you like and plan a structured but short written text. Edit, publish and draw

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English - Writing The main purpose of a narrative text is to tell a story which entertains the reader or listener. Narratives may also be used to teach or inform. There are many types of narrative texts, such as picture books, short stories, novels and traditional tales. Narratives can be imaginary or factual, long or short, funny or serious. They are often grouped into categories called ‘genres’. Some examples include fairy tales, romance, adventure and science fiction. Using the story narrative graph (attached) think of a narrative text you have recently completed reading or viewing and plot the storyline filling out each main element of the story. NOTE: Backfill is the who, what, where, when, why, and how in the set-up of the story.

● Draw a picture of your anemometer in your yard or take a photo if you like!

HSIE Watch BTN at 10am on ABCme or iView (catchup). Choose a story from BTN – write a half-page summary of the story using key words and main ideas Spelling Using a dictionary, research the meanings of your words. Grammar Write 10 sentences that include direct speech using your spelling words. Remember that you must have a piece of punctuation between the actual words spoken and the remainder of the sentence. eg. Mrs Wedeman remarked, “It’s such a lovely day to go for a walk.”  Reading Retell an interesting part of the text you are

Series of Events – the characters work to resolve the complication, leading to an event of high tension and suspense (the climax). Resolution – the characters find a solution to the problem, which may lead to a happy or unhappy ending to the story. Read the attached narrative example of Tony’s Tantrum and identify each of the above sections within the text. You may show these by highlighting and labelling using the headings provided.

a picture for your work. ● Brrrringggg! I

answered the phone and…

● He had been squished flatter than a pancake…

● I heard an explosion…

● I was looking out the port hole…

● I was saved from the quicksand by…

● “They call me Dr. Snail and…”

● “Wake up,” the dragon shouted to…

● There was money everywhere and…

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currently reading in or viewing your own words. Write about a paragraph. (6-7 sentences)

BREAK Middle Mathematics

Multiplying by Thousands

Complete the attached worksheet and then use a calculator to check your work.

Mathematics Highest and Lowest

Put operations signs (+, -, x, ÷) between the numbers 3, 4, 5, 6 to make the highest possible number and lowest possible number. You must use all digits. Record. Now try using 1, 2, 3, 4, 5 and 6. Hint: You may use brackets e.g. (6x5) x (3x4) = 360

Mathematics Complete the multiplication jigsaw using the sheet provided.

Mathematics Forgot the Numbers!

On my calculator I divided one whole number by another whole number and got the answer

3.125 I know that both numbers were less than 50, but can't remember what they were. Can you work out what they were? (Hint: use the strategy trial and error along with estimating)

Mathematics 4 Goodness Sake!

Write down the number 4, four times. Put operation symbols between them so that you have a calculation. So you might think of writing 4×4×4−4=60 Use operations so that the answer is 12 Now, can you redo this so that you get 15, 16 and 17 for your answers? Need more of a challenge? Try getting answers all the way from 0 through to 10.

BREAK Afternoon Read for 20 minutes

(DEAR) and record on Read for 20 minutes (DEAR) and record on

Read for 20 minutes (DEAR) and record on

Stage 3 Reading Hour! Today is Stage 3’s Reading Hour. Grab a

Read for 20 minutes (DEAR) and record on

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your reading log and PRC list Mindfulness Activity Find a quiet place and practise your mindfulness. The most basic way to do mindful breathing is simply to focus your attention on your breath, the inhale and exhale. ... Otherwise, simply observe each breath without trying to adjust it; it may help to focus on the rise and fall of your chest or the sensation through your nostrils.

your reading log and PRC list PE - ‘Total-Body Workout’ Do as many rounds of the below as possible in 10 minutes: ● 5 push-ups ● 10 squats ● 10-second plank ● 20 star-jumps ● Rest for 45 seconds Good luck!

your reading log and PRC list . CAPA - Ms Lam Music Find an ordinary item around the house that will become a percussion instrument. Experiment with your found object and the different quality sounds it can make as you hit it, move it, tap it, scrape it, and anything else you can think of. Create an 8 count rhythm that you can repeat over and over. Experiment with double beats and rests. Write down your rhythm by assigning simple symbols to each sound you make and use. E.g. Tap broom on floor = T Slide broom = # Hit broom handle = X Rest = O E.g. rhythm:

TT#O T#TX  Feel free to watch this youtube for inspiration: https://www.youtube.com/w

bottle of water and a piece of fruit, find a comfy chair or head outdoors. Settle in and read. Sustain your reading for 1 entire hour! PE Fitness Bingo (see attached sheet for instructions)

your reading log and PRC list PDHPE: Who Influences Me! Lesson 2: Think about the different groups within a society and write a list (e.g. gender, age etc). Answer the question: Do you think your role-model would change depending on what group you were in? How / why? Think about these following groups: 1. young children 2. sporty people 3. musical people 4. elderly people Under a heading for each group list: ● any stereotypes/

traits you can think of that may be associated with these groups (e.g. elderly people = not good with technology)

● what interests these groups might have (e.g.

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atch?v=tZ7aYQtIldg

elderly people = read newspaper).

● what types of people may influence these specific groups (e.g. elderly people = historical figures).

Answer the following questions: 1. How would you feel

if you were part of one of these groups but didn’t fit all of the stereotypical attributes? How would you deal with those feelings?

2. What different groups can you list that YOU are a part of in your society? (e.g. soccer fans, young people etc)

Remember that you still have online access to Mathletics, Reading Eggs, Study Ladder, Education Perfect and BTN.

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Stage 3 – Spelling Words – TERM 2, Week 1-2 Individual Group 1 Group 2 Group 3 Group 4

 

 

 

for 

your 

 

like 

ride 

kind 

blind 

 

when 

then 

 

put 

said 

 

 

  

score 

force 

brighten 

tidal 

icicle 

idea 

idle 

laugh 

sign 

caught 

‘or’ 

support 

normal 

ignore 

forgive 

‘i’ saying long i 

private 

remind 

‘ear’ saying ‘er’ 

yearn 

research 

‘gh’ 

enough 

through 

‘or’ 

ordeal 

organic 

organise 

distort 

‘i’ saying long i 

hijack 

identical 

‘ear’ saying ‘er’ 

earnest 

hearse 

‘gh’ 

thoroughly 

roughly 

‘or’ 

incorporate 

rigorous 

horrified 

sorcery 

‘i’ saying long i 

digest 

oblige 

‘ear’ saying ‘er’ 

rehearse 

‘gh’ 

draught 

wrought 

slaughter  

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Narrative Resource - Week

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Maths Resource - Week 3

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Library Resource - Week 3

How to Build an Anemometer    Materials 

● 5 paper cups 

● 2 straight straws 

● a pencil with a rubber at the end 

● a push pin 

● a pair of scissors 

● a single hole punch 

Procedure 

1. Make 4 evenly spaced holes around the sides of a cup. Each of the holes need to be the same distance from the top of the cup. 

2. Insert two straws through the holes so that they overlap each other in the centre of the cup. 

3. Make a hole in the bottom of the cup big enough to fit a pencil into. The hole needs to be in the centre. 

4. Push the rubber end of the pencil through the hole until it touches the overlapping straws on the inside of the cup. 

5. Push the pin through the two straws and into the rubber of the pencil. 

6. Make two holes in each of the remaining 4 cups. Each of these holes needs to be on opposite sides of the cup, and the same 

distance from the top of the cup. 

7. Insert the ends of the straws into each of these cups. Position each of the cups so that they are facing in the same direction 

(with the bottom of each cup facing the top of the next cup). If the cups don’t stay in the correct position use some glue or tape 

to secure them in place. 

Using your anemometer Take your anemometer outside. Count how many times the anemometer completes one full turn in a minute. 

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English Resource - Week 3 - Narrative Example

Tony’s Tantrum  Tony was tired. After a long session of football practice, all he wanted to do was take off his boots, flop onto his bed and relax for a 

while.  

As he walked into his bedroom, Tony was greeted by a disaster zone. His football trophies lay strewn across the floor in all directions. 

His school books, splayed open, were covered in scribble. His shorts, t-shirts and socks had been flung into all corners of the room. In 

the middle of the chaos sat Tony’s little brother, Terry, with a huge smile on his face.  

“Get out!” Tony screamed. “I’m sick of you always coming into my room and going through my things. I wish you’d never been born! Go 

away!”  

Terry’s lower lip trembled like jelly. A few seconds later, tears were flowing down his four-year-old face. He rushed quickly from the 

room.  

At that moment, Tony’s mother came storming into the bedroom. “Before you say a single thing,” Tony said, “look. This is what he did. 

I’m sick of him using my things. He wrecks them and breaks them. It’s not fair. He should leave my stuff alone!”  

Tony prepared himself for the lecture he knew was coming.  

Tony’s mother smiled gently. “Tony, you do understand why Terry likes to come into your room and use your things, don’t you?”  

“Of course I do!” cried Tony. “He loves annoying me!”  

Tony’s mother chuckled. “No, my darling. He wants to be like you.”  

“He does? Really?” Tony was surprised. He’d never thought of anyone wanting to be like him before. Suddenly, he felt terrible.  

“Mum? Can you get Terry for me? I think I need to give him a hug.”  

Tony’s mother smiled. “Of course. I’m sure he’d love to come back.”  

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Maths Resource - Week 3

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PE REsource - Week 3 - Fitness Bingo

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