Year 6Term 3 Week 9 - Beginning 6th September 2021

NB: Highlighted activities need to be submitted on the specified day.All underlined words are hyperlinks.

Google Classroom is abbreviated to GC.

Learning from Home – Weekly Timetable

Announcements

Additional ActivitiesDue This WeekMon: Maths Online and Science

and Technology

Tues: Grammar 1 and 2 and

PDHPEWed: Library and Matharoo or

Maths Extension

Thurs: Writing A and

GeographyFri: Reading STARS and

Writing B

6M AnnouncementsWelcome to Week 9!I loved seeing you all enjoy yourselves last week at the disco and the cooking zoom. I hope you found the Canberra excursions informative and entertaining too. We are fast approaching the end of term so please keep up the amazing effort before you all get to take a well deserved break. Have a great learning week 6M!“Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.”

Zoom Sessions: Monday 12:30 PMWednesday 12:30 PMFriday 12:30 PM

Virtual Success CardsWill be posted on Google ClassroomClass Codes for the online programs are: Epic: pzb0068Soundwaves: chop916

6M Term 3 Week 9 (suggested time to spend on task in brackets)Monday Tuesday Wednesday Thursday Friday

Morning welcome

EnglishIndependent Reading(20 minutes) record in your Wellbeing

Journal

Reading: STARS (30 min)

Spelling - Questions (Q) 1-4 (20 min)

Speaking and Listening: Learner Quality Courage (15 min)

Independent Reading(20 minutes) record daily

Reading: STARS (30 min)

Spelling - Q 5-7 (30 min)

Grammar and Punctuation (30 min)

Speaking and Listening: What is it? (15 min)

Independent Reading(20 minutes) record daily

Reading: Literacy Pro Library (20 min)

Library (20 min)

Spelling - Q 8-9 (10 min)

Speaking and Listening: Red Cross(10 min)

Independent Reading(20 minutes) record daily including:

Choose 5 interesting words from what you read and write their definitions.

Reading Eggspress (20 min)

Spelling - Q 10 onwards (5 min)

Writing: A (30 min)

VCOP Activities (10 min)

Independent Reading(20 minutes) record daily Reading: STARS (20 min)

Writing:B (40 min)

Spelling - Complete all plus Challenge, Mark, Form (see GC) and online activities (10 min)

Speaking and Listening: Sketch Your Imagination (5 min)Typing Tournament OR 10 Fast Fingers (10 min)

PDHPE Ms Kwan Wellbeing (20 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min) Wellbeing Journals (5 min)

Middle session

Mathematics Mentals: Unit 25 Set A (10 min)Maths Online (2 lessons) (30 min)

Mentals: Unit 25 Set B (10 min)Matharoo Questions 1~4 (see GC) (30 min)

Mentals: Unit 25 Set C (10 min)

Maths: Matharoo (complete) Maths Extension: Mrs L-J (optional - see GC) (30 min)

Mentals: Unit 25 Set D (10 min)MathsOnline (2 lessons)

Mentals - Bottom section and markMaths Online (Revision)Maths Activities(Complete any unfinished tasks for the week from the timetable)

PDHPE PE Choice Board (20 min) PE Choice Board (20 min)

PE Choice Board (20 min) PE Choice Board (20 min) PE Choice Board (20 min)

Afternoon session

Other KLAsScience and Technology

(30 min) PDHPE (30 min) Creative Arts (30 min) Geography (30 min) Add to your Learning from Home Journal

English - S3Reading: STARSLI: To increase vocabulary by using the context of the text.SC: I can understand the meaning of new vocabulary.

Log in to CARS and STARS to complete STARS Lesson 7 - Finding Word Meaning in Context activities.

Monday Lesson 7 - Finding Word Meaning in Context parts 1-3.Tuesday Watch the Powerpoint and read the poster. Complete STARS part 4.Friday STARS part 5.

Reading: Literacy Pro and Reading Eggspress

LI: To encourage independent reading.SC: I can read independently at my lexile level.

Log in to Literacy Pro Library and complete the Literacy Pro Library task.

Log in to Reading Eggspress and complete your set task.

Grammar Revision 1LI: To identify and use adverbial phrases SC: I can correctly identify adverbial phrases and use adverbial phrases in my writing.

Watch this video to revise your understanding of adverbial phrases.

Complete the worksheet online through your GC.

Grammar Revision 2LI: To identify and use simple, compound and complex sentences.SC: I can use a variety of sentence structures to add meaning and interest to my writing.

Watch the following video to revise your understanding of sentences structures.

Complete the online worksheet from the GC task.

SpellingLI: To develop spelling skills through phonemic awareness. SC: I can identify sounds/phonemes and sound patterns in words.Read through this PowerPoint and this PowerPoint then complete Soundwaves Unit 26 student activity pages. Online activities - password: chop916. Answers will be posted to GC on Fridays at 11am.

English: Writing S3Writing A: Explanation Interesting and Technical Words LI: to identify and define the interesting words in an

explanation text.SC: I can identify and define five interesting words in an

explanation text.

Task: Litter Effects on the Environment Tasks1. Watch this video. Note interesting/technical words.2. Read the information sheet in Google Classroom.3. From both these texts, highlight any detailed

descriptions and technical words. These are high vocabulary words that make the explanations interesting.

4. Write 20 of these words into the Google Doc (in your GC assignments) and define five you do not know.

5. Use a dictionary (online or one at home) to find the definition of your technical/high vocabulary words.

Optional: Put this high level vocabulary into sentences.

Writing B: Explanation Text Facts, Steps and FeaturesLI: to identify the connectives and high level vocabulary in an explanation text.SC: I can identify the connectives indicating steps (explanation sequence) of an explanation text.SC: I can identify the high level vocabulary in an explanation text.

Task1. Read the text “How Volcanoes Erupt” in GC.2. In the document in GC, identify the connectives and the

words used to indicate cause and effect in the text (e.g. as a result, as, etc.).

3. Find the connectives indicating the five steps leading up to a volcano eruption.

4. Identify the verbs and high level vocabulary (including technical language), in the text (eg. erupt).

VCOP Activities S3

What is it? Oral Description TaskWith a partner, draw a picture of a person, place or thing. Alternatively, you can choose a picture from a book, magazine, or image generator such as Generator Mix. Do not let your partner see your picture! Take turns describing your picture. Partners will draw what they hear being described. For example “There are four types of fruit in a fruit bowl, sitting at the bottom is a bright green bunch of grapes draping over the edge”Be as descriptive as you possibly can! At the end, compare your pictures to see how well you described the image!

Critical Creative Thinking

Ask a friend or family member to draw three random ‘squiggles’ on a piece of paper. Add lines, shapes and details to the

squiggles to create one big, detailed picture that tells a story. Show and explain your drawing to the person who drew the squiggles! *TIP* Use one colour for the squiggles and a different

colour for the drawing.

Learner Quality - Courage Australian Red CrossLast week in Geography, you were learning about the

humanitarian aid organisation The Two Wolves Abroad. There are many charities and organisations that provide aid and

support both at home and overseas. Watch this short video about the Australian Red Cross. Have a discussion with

another person about how this charity compares and contrasts to The Two Wolves Abroad. What kind of assistance does the

Red Cross provide here in Australia?

Speaking and Listening

What fears do you have? Write a short list (up to 10 things) of what you are afraid of. Share your list of fears with a partner. Listen here to the poem ‘Life Doesn’t Frighten Me’ by Maya Angelou. What phrase or part of the poem speaks to you most? Have you overcome any of your own fears? Discuss this with your partner. Optional activity - write and illustrate your own poem about what you’re NOT afraid of!

Stage 3 Week 9 LibraryChildren’s Book Council of Australia Shortlisted books for 2021

LI: To identify books that have been nominated for the CBCA literary awards.SC: I can identify books by prominent authors and illustrators. I can discuss authors and illustrators intent and purpose for creating texts.

Let’s celebrate books! This is an optional Book Week activity.For this task you need to do some baking. Bake a cake or cupcakes and decorate in the theme of a book. It could be your favourite book, a book you are currently reading or one that you have really enjoyed. Click here to see some ideas. Upload a photo of your tasty creations!

Task: (Add another slide to write your responses)1. Click on the book cover to read a review of the text and to get an idea of the context of the

story.2. Aster, the main character of the book, is the narrator of the story. What does this mean?3. Open the attached file on GC to read a short extract from the book describing the moment

Aster meets Xavier.4. In your own words, rewrite the moment Aster meets Xavier, told from the perspective of Xavier.5. How might using other characters to tell their side of the story, change your interpretation of the

story? Hint: The whole story is written in first person narration as seen from Aster’s perspective.

Mathematics

Log in to MathsOnline.Click on ‘Tasks’.Click on the blue maths topic (your set task).

Your set task is here.

‘Tasks’ icon is here.

Fractions and DecimalsLI: To calculate a simple fraction of a collection or quantitySC: I can find a simple fraction of a quantity where the result is a whole number

ChanceLI: To compare observed frequencies across experiments with expected frequenciesSC: I can distinguish between the 'frequency' of an outcome and the 'probability' of an outcome in a chance experiment

Week 9 Activities: Maths OnlineMaths MentalsMatharoo*Maths Extension worksheet**Posted on Google Classroom

Answers will be posted on:Matharoo: Thursdays

Maths Extension: Fridays

GeographyStage 3 Week 9LI: To recognise aid as a way of assisting people and nations globally.SC: I can identify global sustainable development goals. I can describe how my actions can have a positive impact on the world.

Task 2:a) Read: One of the founders of the Two Wolves Abroad volunteer organisation says: “In the process, it is we who are transformed.”b) In your own words, describe what you think the statement means.

Task 1. (You can add additional slides to write your answers)a) Click on the lazy person to read and explore the ‘Lazy Person’s Guide’ to saving the world.b) Identify and list five of the 17 goals that the UN describes as sustainable development goals. Tip: These arefound on the right hand side of the web page.c) In the ‘Lazy Person’s Guide’, identify and list the four levels of sustainable actions that can be achieved anddescribe three of the actions that you could do. The actions can be from any level. d) Using the three actions you have chosen and one more of your own, write a pledge to show how your actions can have an impact on our world.

Extension TaskAccess the Google Doc via GC to read the extension task. This task requires research, thought and critical analysis of an independently chosen Australian aid organisation.

Science and Technology S3Exploring SpaceHow has space exploration changed our lives?

LI: To understand how technologies developed for space exploration have changed our lives. SC: I can describe how technologies developed to aid space exploration have changed the way people live, work and communicate.

In this Science and Technology lesson, you will explore how space exploration has changed our lives. You will discuss and evaluate current developments in astronomy, space and planetary science and consider the pros and cons of space exploration. You will investigate the space technologies that you or your family use regularly.

The lesson will include an assignment in Reading Eggspress which will require you to continue reading a book on Space Exploration and answer questions.

We will continue working in our science journals in Book Creator, or using Google Slides. Go to Google Classroom and/or Book Creator for more information and resources.

Creative ArtsLI: To create rhythms using body percussion and household items to accompany music.LI: To create dances to accompany a piece of music.SC: I can create rhythms using body percussion and household items.SC: I can develop a sequence of movements with transitions, that match the music and lyrics of a song.

In keeping with the space theme we explored last week, we will be listening to a song called ‘Space Rabbits of Brocklevoons’ by Australian songwriter Kate Rowe. The song is a fun and quirky tale of Space Rabbits that visit a home on Earth in search of spoons! Earlier in the term you practised making music using body percussion and a variety of items around the home or school. In this lesson you will revisit what you learned/created back then and apply it to this song.

Task: 1. Listen to the song in the top right corner and read the lyrics as it

plays.2. Experiment ways of making rhythms to the song using spoons,

clapping, tapping the table etc.3. Read the lyrics again and create some body actions to represent

parts of the song. 4. Play the song again, this time adding your sounds and

movements along with it. The song is fast paced and energetic, make sure you have warmed up with some simple stretches and have enough space around you!

5. If you would like, record a short video or take a photo of your performance and post it to Seesaw.

Click on the image to listen to the song and view the lyrics.

Watch this short video to learn how to play spoons.

I thought this song was too fun not to try for myself!

My spoons My dance

Be in the moment with a mindfulness activity. Create and

use your own login for this activity.

Paper Workout Exercise Your Way

Complete any type of exercise you like. This could include: running, walking, bike riding, rollerblading/roller skating, kicking a footy, shooting a netball, etc.

PE Choice Board (20 min)

WellbeingWellbeing Program - Ms Kwan

Concentrate on the Positives: USE LAUGHTER

3. Do the LAUGHTER CHALLENGE!

a. Watch the JOKES video.

b. See if you can make someone laugh today.

1. Play the video lesson with Mrs Kwan.

2. Listen to a funny MR BEAN clip.

PDHPEBasic Life Support

LI: to identify the elements of a primary survey.LI: to understand the chain of survival and to carry out CPR to an unresponsive casualty who is not breathing.SC: I am able to carry out a primary surveySC: I know when and how to deliver CPR to an unresponsive casualty who is not breathing.

Task:1. Read through the Life Support PowerPoint2. Watch the videos within the PowerPoint and complete the missing

words. You can write these words on a sheet of paper.3. Either print and fill out or complete the (WORKSHEETS) online.4. Complete 50 points worth of activities from the choice board. 5. Upload your work to Google Classroom or Seesaw.

Basic life support is a crucial and potentially life-saving skill set for providing emergency treatment to a person experiencing a life-threatening illness until more advanced interventions can be performed.

Life Support PowerPointActivity Choice Board