Some helpful notes

LEVEL 5, LFH - WEEK 3 TERM 4 TIMETABLE

Roll call Session 1 Brain

Break

Session 2 Recess Session

3 Brain

Break Session 4

(no screen)

Lunch Roll call

8:50 – 9:05 9:05 –

9:55 9:55 –

10:10 10:10 –

11:00 11:00 –

11:30 11:30 –

12:20 12.20-

12.40 12:40 – 1:30 1:30 –

2:30 2:30 – 3:30

Monday

Morning

roll call

with class

every day

of the

week

Interrelate

(class time

may vary)

Non

attendees

– Goal

Session

YCDI ICAS

Maths

Reading

Afternoon

roll call and

reflection

with class Tuesday Reading

Writing ICAS

Inquiry

YCDI

Wednesday Specialist Day

Thursday Reading Writing Maths Inquiry

Afternoon

roll call and

reflection

with class

Friday Inquiry Maths ICAS

YCDI

Sustained

Writing

Some helpful notes:

1. Each day, session 4 is a 50-minute session. You may like to break up this session. The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

2. Your classroom teacher will personalise the timetable to suit your class on Monday due to the

Interrelate Program. Class times for Interrelate Program Monday 18th October: 9:30-11:00 - 5A and 5B 11:30-1:00 - 5C and 5D 1:30-3:00 - 5E

3. ICAS times are below. If you are sitting this test please ensure you have your password available: ICAS Maths - Monday session 3 ICAS Science – Tuesday session 3 ICAS Digital Technology – Friday session 3

4. If you are applying for School Captain, your application is due to your classroom teacher 9am

Friday 22nd October.

Overview of learning for the week

Reading Writing Maths Inquiry YCDI

This week, learners will be:

-Analysing effective

conclusions.

-Generate authentic personal

examples that highlight

leadership qualities -Investigate examples of

concise main ideas within

each paragraph


-Personalising leadership

application.

-Applying strategies to write

an impactful conclusion

-Apply precise statements to

support main ideas within

paragraphs.

-Explore the purpose of

speeches.


-Representing algebraic

thinking using an area

model.


thinking using a set

model/array.


thinking using a number

line.


-Investigate chemical

responses within the brain

-Explore chemical changes in

the body.

- Conduct a science

experiment at home.

-Understand reversable and

irreversible changes to

chemicals.


-Identify successes during

learning from home

-Reflect on goals achieved

during learning from home

-Develop a positive mindset in

the transition back to on-site

learning

MONDAY 18TH OCTOBER YCDI LI To Explore my success during learning from home.

SC

Identify your current social and emotional goal

Describe your goal

Analyse the use of your goal during LFH.

Reflect on how you have used your goal.

YCDI Learning Task Use the following sentence starters to guide your reflection on your social and emotional learning at home. Don’t forget depth over speed.

→ My current social and emotional goal is......

→ I achieved this by......

→ My biggest personal achievement during LFH was...... → My biggest learning achievement during LFH was......

→ I enjoyed participating in.......

→ I learnt ….... about myself when....

→ I was challenged by …...

→ I am proud of myself because...

→ I am looking forward to...... Reflection What has been your biggest achievement during learning from home over term 3 and 4. Share this with a friend, conference group or the class.

MATHS LI To explore how to represent algebraic thinking using an area model. SC Identify what an area model is. Describe the connection between an area model and algebraic thinking. Apply the process of representing an equation using the area model Reflect on how this learning could be transferred to expressions

MATHS Learning Task Create your own equation with one unknown variable and explore which shapes can be used to represent it equation.

- Bar/Rectangle - Triangle - Hexagon - Octagon - Diamond

Challenge Create an expression and use a pictorial strategy to represent it. You can use any PICTORIAL model to represent your thinking. Reflection What are the constraints of an area model?

READING The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To understand how to utilise precise evidence within leadership applications SC Identify specific examples that highlight personal traits Describe how these traits communicate leadership qualities

READING Mini lesson

Learners, we are going to focus on two things during this lesson.

1. Making sure our examples are authentic to ourselves and that we are being specific.

2. Making sure we enhance our paragraph on Initiative to be achievable within our year

of leadership.

Learning task Learners, use this time to;

Apply specific evidence to enhance leadership example Generate authentic examples to communicate with clarity

1. Review your paragraphs and shift any general statements like ‘I’m going to be the best leader by caring for everyone’ to specific authentic traits that link to you such as ‘A skill that I deeply value is being a good listener, this allows me to connect with everyone around me and nurture personal and professional relationships. I would like to further enhance this skill as ______ captain at GWPS in 2022. 2.Reflect on your paragraph on Initiatives and explain them using the following format; A) What do I want to enhance/add to my school in 2022? B) What is my achievable vision? C) How do I see myself achieving success in this space? Reflection This skill statement comes from the Victorian Curriculum learners and will be on reports. Analyse how an author’s personal experience can influence their writing. Place yourself on scale from 1-5 and reflect on why you gave yourself that number. EAL: In your leadership application, list three examples you included form your life so far.

TUESDAY 19TH OCTOBER READING LI

To personalise applications

SC

Identify the purpose of a conclusion within

an application

List effective concluding strategies

Apply application concluding strategies

Evaluate the impact of a conclusion within

application writing

READING Learning Task

Your teacher will provide you with two conclusions from previous leadership applications. As

modelled in the mini lesson, you will analyse the concluding paragraphs and identify what was

impactful (FB), what could be improved (FF) and how the author personalised it to them (future

focus). You may choose to record your findings in a table, as outlined below. How many points

for each area being analysed within the conclusions can you identify? Which conclusion creates

more impact?

Conclusion 1 Conclusion 2

Feedback •

•

•

•

Feedforward •

•

•

•

Future Focus •

•

•

•

Reflection

How will you create an impactful conclusion in your application?

WRITING LI

To personalise applications

SC

Identify the purpose of a conclusion within

an application

List effective concluding strategies

Apply application concluding strategies

Evaluate the impact of a conclusion within

application writing

WRITING Learning Task

You will write your conclusion for your application. Use the steps below to help guide your

writing. Think about the final impact you would like to create for your reader.

1 Restate: Remind the reader of your intention. One sentence.

2 Summarise: Summarise the key topics discussed in the main

body.

One to three

sentences

3 Future Focus/ Benefit: The final sentence should be a future

focus and provide a recommendation, prediction or solution.

What will you bring to the role?

One powerful

sentence

Reflection

Author’s chair. Learners will share their conclusions with the class. Does your conclusion leave

a lasting impression?

INQUIRY LI

Investigate chemical responses in the brain.

SC

Identify chemicals within the human body.

Describe physiological responses from

chemicals.

Analyse external factors that impact

chemicals in the brain.

Generate strategies to regulate chemicals

within my brain.

INQUIRY Learning Task

Look at the images below. Identify and label the parts of the brain and the body they would

impact by Dopamine and Cortisol chemical reactions.

− What are to these physiological response to these chemical reactions in the body?

− What factors might cause this reaction in our body?

− What would happen if there was too much or too little of a chemical?

Reflection

What actions can I take to regulate the amount of Dopamine and Cortisol in the body to ensure

a healthy balance?

YCDI The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To investigate similarities and differences between onsite and offsite learning SC Identify my thinking during learning from home Describe how this shifts when I return to school Analyse a personalised goal to set my brain up for success Reflect on strategies that are going to help me achieve my goal

YCDI Learning Task We are beginning to think about our transition from online learning to school learning and will be spending a couple of weeks moving between home and school before we are back at school full time. Use a Venn diagram to brainstorm what the unique features of learning at home and at school are. In the middle, list the similarities between the two.

Look at your brainstorm and think about what you might need to work on as we move back to learning at school.

- Set yourself a personalised goal for the Term 4 transition back to school. - What are 3 strategies that will help you achieve this?

Reflection Why did you choose this as your goal and how will it prepare you for school?

WEDNESDAY 20TH OCTOBER

SPECIALIST DAY

Complete your learning in

any order you choose.

THURSDAY 21ST OCTOBER READING LI

To investigate examples of concise main

ideas within each paragraph

SC

Identify the main idea within paragraphs

Describe supporting details of the main idea

Apply precise statements to support the

main idea

Evaluate the clarity of the main idea

READING Learning Task

Review your application as modelled in the mini lesson. What is the main idea in each of your

paragraphs? What are the supporting details of the main idea within each paragraph? You may

have more than one supporting detail for your main idea. Paragraph Main Idea Supporting Detail/s

1

2

3

4

5

Reflection

Is the main idea in each of your paragraphs clear? How do your supporting details create

impact within each paragraph?

WRITING LI

To develop concise main ideas within each

paragraph

SC

Identify the main idea within paragraphs

Describe supporting details of the main idea

Apply precise statements to support the

main idea

Evaluate the clarity of the main idea

WRITING Learning Task

You will edit your applications with a focus on maintaining one main idea within each

paragraph and reinforcing this with supporting details. Is there a sentence you can remove? Is

it relevant? Remember, your application will be assessed on quality over quantity!

Reflection

Discuss with your peers how you were able to revise your paragraphs. Did you take out any

unnecessary details? Did you condense your examples or statements to be more concise?

MATHS LI To explore how to represent algebraic thinking using a set model/array. SC Identify what a set model/array is Describe the connection between a set model/array and algebraic thinking Apply the process of representing an expressions using the set model/array Reflect on how this learning could be transferred to real life context

MATHS Learning Task Analyse the image, what do you notice?

Using the input/output table, work out how many triangles would be needed for the 10th step? 20th? 100th?

input (variable)

Output (total number of triangles)

Challenge

Create a pattern using the following expression. 4n + 4 Reflection What patterns do you notice around you? What is the purpose of them?

INQUIRY The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To explore chemical changes. SC Identify chemical changes. Describe chemical changes Analyse chemical changes reactions the experiment Reflect on scientific predictions.

INQUIRY You are going to conduct a chemical reaction experiment.

Before you start the experiment, you need to write a hypothesis as to what you think is going to happen. Read the instructions and make your prediction as to what you think will occur at step 3.

You will need:

− Small amount of Milk

− Coloured food dye − Dishwashing Detergent

Instructions: 1. Prepare small plate of milk only 5mm (Half a centimetre deep) 2. Place 2-4 dots of colour dye separated apart on milk, 3. Use a cotton bud and dab a tiny bit of detergent on its end and then dip into one of

the colour dye dots on the milk. Observe what happens. https://www.learning4kids.net/2015/04/08/colour-changing-milk-experiment/

4. Once you have finished, clean up the experiment carefully. Milk, food dye and washing liquid are not harmful in small amounts so you can wash them down the sink with water.

− Was your hypothesis correct? Why/Why not?

− Write a reflection of your observation and what you think caused the chemical reaction? (This will be looked at next lesson)

Substances can change in many ways. Some changes can be undone. In those cases, the material that was altered returns to its original state. This is called a reversible change. Other changes cannot be undone. The material is permanently altered. These are called irreversible changes. Reflection Do you think the reaction you have just undertaken could be reversed?

https://www.learning4kids.net/2015/04/08/colour-changing-milk-experiment/

FRIDAY 22ND OCTOBER INQUIRY LI Understand reversible and irreversible changes. SC Define reversible and irreversible changes. Describe reversible and irreversible changes. Apply reversible and irreversible changes to real life context. Reflect on the chemical changes in real life context

INQUIRY Learning Task Part 1 Create a definition and example for each of the following words, you may want to write these on a separate page or at the back of your book so you can add to them throughout the Inquiry unit.

− Chemical

− Reversible

− Irreversible

− Substance

− Reaction

− States of matter What other words have come up during your research of the definitions that should be added to this list? Part 2 Now that you have found the definitions of reversible and Irreversible, classify the following events as ‘reversible’, ‘irreversible’ or ‘partially reversible.’

• Exploding fireworks

• Melting ice

• Burning petrol and fuel

• Melting wax

• Bubbles released from a fizzy drink

• Baking a cake

• Chopping tree logs • Dissolving salt

• Cooking an egg

• Evaporating perfume

• Freezing milk

• Fizzing Mentos in Coke (sodium bicarbonate in acid)

• Melting chocolate

• Burning chocolate • Rusting on an iron ship

Reflection What reversible or irreversible changes do you make in your everyday life?

MATHS LI To explore how to represent algebraic thinking using a set model/array. SC Identify what a set model/array is Describe the connection between a set model/array and algebraic thinking Apply the process of representing an expressions using the set model/array. Reflect on how this learning could be transferred to real life context.

MATHS Learning Task

2019 2020 2021 2022 2023 2024

Barry Bertha Bill Bonnie Bret Beryl

Using a number line show: In what year in the 2030s will the second hurricane of the year be named Bill? What will be the name of the second hurricane in 2037? 2052? Can you create an expression to help someone figure out the name of the hurricane if you give them the year? Reflection What other situations can you think of that use patterns? Fun fact: Hurricane names can be retired when the cause a lot of damage and have lives lost out of respect. Eg. Hurricane Katrina. In this instance the name is replaced with another name.

YCDI LI To explore my motivations SC Identify the term motivations Describe what makes me motivated Analyse actions that will help me to remain motivated Create a letter to myself outlining how I will remain motivated

YCDI Learning Task List 5 achievable actions you will put into place to get yourself ready for our transition to school and explain why they are important. These can be “I will” statements. For example: 1. I will make sure I eat breakfast every morning before I start learning. This is important because it helps me to concentrate during class and is part of a good routine.

Once you have these actions, write a short letter to yourself that you can read over the coming weeks to keep you on track, motivated and ready to achieve at school and at home. What are the important things to remind yourself of? What will you use as motivation? What will you say to your future self? Reflection How do you maintain motivational levels at home when also learning from school?

SUSTAINED WRITING The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To speak in a way that connects with the audience SC Identify the purpose of speeches Describe components of a speech that resonates with you Analyse what you would like to communicate in your speech Generate a draft of your leadership speech

SUSTAINED WRITING Mini lesson

Do you remember our current school leader's speech? What do you remember about it? Who did you vote or and why? Write down what these learners did to capture your attention and inspire you? What do you think their speech would have included? Learning Task Learners you’re going to utilise this time to plan and draft your speeches! Remember from our slam poetry learning, you are trying to write it in the way you would say this in front of everyone. Be brave, Be bold and be Authentic. Reflection

This skill statement comes from the Victorian Curriculum learners and will be on reports. Analyse supporting details to identify the main idea. Place yourself on scale from 1-5 and reflect on why you gave yourself that number. EAL: What is the main idea and 1 supporting detail in my speech?

Documents

Some helpful notes