Stage 2 Plan – Non-Digital

Leumeah Public School

Stage 2 Plan – Non-Digital Week 4, Term 2 (18/5/20 – 22/5/20)

Monday Tuesday Wednesday Thursday Friday

Morning

Spelling Your focus for this week is:

Common consonant and vowel diagraphs (ou, au, oo - around, sauce, gloomy). Remember vowels are a, e, i, o and u and consonants are all other letters in the alphabet.

Complete these activities:

1. Sentences - come up with 10 words that match your spelling focus area and write them into sentences.

2. Dictionary definitions - come up with 10 words that match your spelling focus area and look up the dictionary definitions.

3. Word search - come up with 10 words that match your spelling focus area and create your own word search. Get one of your family members to complete it!

Complete in Exercise Book B Morning

Reading Everyday: Read a book from around the house each day, if it is a chapter book read two chapters. Suggested Activities for the week: 1. A genie lands in the midpoint of the story you have just read and grants the two main characters three wishes.What do they wish for and why? 2.Write a different ending for one of the books/chapters. 3.Make a list of new, unusual, or interesting words or phrases found in your book. 4.Most interesting character and why?

Complete in Exercise Book B

https://leumeah-p.schools.nsw.gov.au/

English Read the biography on

Isaac Newton.

Answer the questions: ✔ Who were we

learning about in the text?

✔ What force did they discover?

Students answer the 10

question quiz.


Writing

Students make improvements to their

plan from last Friday by editing their work using CUPS(explained on the

poster) and adding detail.

Students look at the example on how to

plan and write a paragraph.

Students plan and write a paragraph using their

biography plan from last Friday.


English Re-read the biography on

Isaac Newton

Students summarise one key fact on Isaac Newton.

Complete in Exercise Book

B

Writing Students make

improvements to their paragraph from yesterday by editing their work using CUPS and adding detail.

Students highlight the 3 different parts of their

paragraph from yesterday after looking at the

example.

Students look at the example on how to plan and write the remaining

paragraphs of a biography.

Students plan and write their remaining paragraphs using their biography plan.


English Read the text Newton and

Me.

Answer the questions: ✔ Who were the main

characters in the text? ✔ Can you make any

connections with any of the characters?

✔ What forces were mentioned in the text?


B

Writing Students make

improvements to their paragraphs from yesterday by editing their work using CUPS and adding detail.

Students highlight the 3 different parts of their

paragraphs from yesterday after looking at the

example.

Students give themselves feedback on their

biography paragraphs using two stars and a wish

after looking at the example.


English View the front cover of the book and predict what the

text will be about.

Read a book of your own choosing.

Answer the questions: ● Were your predictions

correct? Why/Why not?

● What is the purpose of this text?

● Who do we think this book was written for and what evidence do we have to support this?


B

Writing Students are to choose a

book from home and respond to questions in a detailed paragraph with

supporting evidence. Check your own work using

CUPS.


English Re-read a book of your choosing from your last lesson .

Answer the questions: ● What are the key

points in the story? ● Do you think this is a

good book to teach students about forces? Why/Why not?

● What would you change in the book to make it more appropriate for younger students?


B

1

Break Break Break Break Break Break

Middle

Mathematics Our number for

today is 150. Draw and write everything you know about 150

(you can use any operation).

Subtraction

Students solve the following questions using a subtraction

algorithm. 65 - 42, 99 - 47, 78 - 44, 324 - 22, 467 - 154, 563 - 351, 923 - 712, 888 - 635, 490 - 370, 619 - 508


Mathematics Roll a dice 5 times.

Make the smallest and then largest number that you can. If you

don’t have dice, get a family member to give

you 5 x single digit numbers.

Subtraction

Students solve the

following questions using a subtraction algorithm:

79 - 56, 134 - 73, 472 - 381, 923 - 716, 824 - 671, 347 - 256, 912 - 709, 547 - 158, 291 - 104, 345 - 167.


Mathematics Roll a dice 5 times.

Make the smallest and then largest number that you can. If you

don’t have dice, get a family member to give

you 5 x single digit numbers.

Subtraction

Teach someone in your family how to perform

algorithm.


Mathematics Practice skip counting

by 9’s.

Area Using a ruler or

measuring tape students are to measure the

length and width of the rooms/objects below,

draw a sketch with measurements and

solve how big the area is.

1.What is the area of one of your favourite books? 2.What is the area of your bed or cushion? 3.What is the area of your phone? 4.What is the area of your dining table or desk? 5.What is the area of your tv?

Mathematics Practice skip counting

by 10’s.

Area Students are to choose 3 rooms (preferably joined together) and measure each room using a ruler or measuring tape (phones also have a measuring tape), draw them out and work out the area of each room. Once complete students are to answer the questions below (giving measurement): 1.Which room had the greatest area? 2.Which room had the smallest area? 3.Which room if you had to choose would you make bigger or smaller, Why? Sketch out the room and its new area.

2

Break Break Break Break Break Break Afternoon

Science Light Energy

You are going to

investigate reflections using concave and

convex lenses.

For this experiment you are going to need a metal dessert spoon

1. Students look at their reflections on both

sides of their spoon and describe what they

see.

2. Students label a diagram showing which side of their

spoon is concave and convex.

History First Colony

Read the information in your resource book titled Site of the First colony. Create a mindmap or summarise details and the reasons why Captain Arthur Phillip moved the colony.

Add details about your understanding of how difficult life was in the colony.


Dance

Folk Dances

Read through the information on Cotton Eyed Joe folk dance in your workbook. In your exercise book answer the following questions

1. What is the dance called?

2. Where is the dance from?

3. What culture and people traditionally perform this dance?

4. Does this dance tell a story? What story?

5. When was the dance developed?

Using the steps in your workbook, try and learn the dance. Record it. Send it to your teacher via SeeSaw.


PE Hopping

Look over the skills required for hopping (provided in

resource book). ✔Practise hopping and

see how many you can do in row. Can you beat your best number? ✔Can you hop this

pattern: R, R, R, L, L, L or R, R, L, R, R, L? ✔Can you hop backwards

and sidewards?

Have a family member

watch you, look at the skills and give you some

feedback.

Design your own hopping pattern and show someone in your

family.

PDH Mindfulness

1. Read the information on mental health and answer ques 1 - What is something you do to take care of your

mental health?

2. Read the information about wellbeing and

answer ques 2 - Who are some of the people you

spend time with that have a positive impact on your

wellbeing?

3. Read the information on mindfulness and complete the 2 Mindfulness activities

(Activity 1 = Mindful Breathing and Activity 2 =

Mindful Steps).

4. Answer ques 3 by reflecting on both of the mindfulness activities and recording your answers.

3

Stage 2RESOURCE BOOKTERM 2, WEEK 4

spel

lin

g

★ Who were the main characters in the text? ________________________________________________________

★ What forces were mentioned?________________________________________________________

★ Can you make any connections with the story?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nam

e of

boo

k:__

____

____

__

Nam

e of

boo

k:__

____

____

__

Scie

nce

- R

eflec

tion

s

● ●

Esta

blis

hin

g th

e co

lon

y

Sto

ries

of

the

Firs

t Fl

eet,

incl

ud

ing

reas

on

s fo

r th

e jo

urn

ey, w

ho

tra

velle

d t

o A

ust

ralia

an

d t

hei

r ex

per

ien

ces

follo

win

g ar

riva

l. (A

CH

HK0

79)

Stu

den

ts:

●D

escr

ibe

the

esta

blis

hm

ent

of

the

Bri

tish

co

lon

y at

Po

rt J

acks

on

Lear

ning

Int

enti

ons

I am

lear

nin

g ab

ou

t:

●th

e si

te o

f th

e fi

rst

colo

ny

●w

hat

life

was

like

in t

he

new

co

lon

y

Succ

ess

Crit

eria

I will

kn

ow

th

at I

hav

e b

een

su

cces

sfu

l wh

en I

can

:

●id

enti

fy t

he

site

Cap

tain

Art

hu

r Ph

illip

ori

gin

ally

lan

ded

●

pro

vid

e re

aso

ns

for

the

site

of

the

colo

ny

bei

ng

mo

ved

●

exp

lain

fac

tors

th

at a

ffec

ted

th

e su

rviv

al a

nd

gro

wth

of

the

new

co

lon

y

Inst

ruct

ions

:

1.R

ead

th

e in

form

atio

n p

rovi

ded

tit

led

Sit

e o

f th

e Fi

rst

colo

ny.

2.

Cre

ate

a m

ind

map

or

sum

mar

ise

det

ails

an

d t

he

reas

on

s w

hy

Cap

tain

Art

hu

r Ph

illip

mo

ved

th

e co

lon

y.

3.A

dd

det

ails

ab

ou

t yo

ur

un

der

stan

din

g o

f h

ow

dif

ficu

lt li

fe w

as in

th

e co

lon

y.

Site

of

the

Firs

t Co

lony

: C

apta

in A

rth

ur

Phill

ip o

n t

he

Sup

ply

arr

ived

at

Bo

tan

y B

ay a

hea

d o

f th

e o

ther

Fir

st F

leet

sh

ips

on

Jan

uar

y 18

th, 1

788.

His

m

issi

on

was

to

fin

d t

he

bes

t p

lace

to

sta

rt b

uild

ing

the

new

co

lon

y. W

hile

th

ey w

aite

d f

or

the

rest

of

the

ship

s, P

hill

ip

exp

lore

d t

he

bay

an

d c

on

vict

s w

ere

set

to w

ork

bu

ildin

g h

uts

fo

r th

e o

ffic

ers

and

pas

sen

gers

. Th

e si

mp

le h

uts

wer

e so

on

d

estr

oye

d b

y h

eavy

rai

nst

orm

s.

Wh

en a

ll th

e Fl

eet

had

an

cho

red

in B

ota

ny

Bay

tw

o d

ays

late

r, G

ove

rno

r Ph

illip

mad

e a

surp

risi

ng

ann

ou

nce

men

t. H

e an

d J

oh

n H

un

ter

wer

e sa

ilin

g to

th

e n

ort

h t

o e

xplo

re b

ays

to f

ind

a b

ette

r lo

cati

on

. Bo

tan

y B

ay h

ad t

oo

man

y p

rob

lem

s.

For

Go

vern

or

Phill

ip, i

t w

as n

ot

the

per

fect

pla

ce t

hat

Cap

tain

Co

ok

had

des

crib

ed in

177

0.

Po

rt J

acks

on

& S

ydn

ey C

ove

Go

vern

or

Art

hu

r Ph

illip

was

ver

y im

pre

ssed

wit

h P

ort

Jac

kso

n, j

ust

12

kilo

met

res

to t

he

no

rth

of

Bo

tan

y B

ay. H

e w

rote

th

at it

was

, “th

e fi

nes

t h

arb

ou

r in

th

e w

orl

d, i

n w

hic

h a

th

ou

san

d s

ail o

f th

e lin

e m

ay r

ide

in t

he

mo

st p

erfe

ct s

ecu

rity

.”

Port

Jac

kso

n a

lso

had

a li

ttle

str

eam

of

fres

h w

ater

. Ph

illip

ret

urn

ed t

o B

ota

ny

Bay

wit

h t

he

goo

d n

ews

on

Jan

uar

y 23

rd ,

1788

. He

ord

ered

th

e m

arin

es a

nd

cre

w t

o m

ake

pre

par

atio

ns

to le

ave.

As

the

Firs

t Fl

eet

saile

d in

to P

ort

Jac

kso

n, p

eop

le a

dm

ired

th

e tr

ees

that

cam

e al

l th

e w

ay d

ow

n t

o t

he

wat

er’s

ed

ge. T

he

Cad

igal

peo

ple

co

uld

be

seen

alo

ng

the

san

dy

sho

res.

Th

e sh

ips

reac

hed

, “a

smal

l sn

ug

cove

on

th

e so

uth

ern

sid

e” t

hat

G

ove

rno

r Ph

illip

had

dec

ided

was

th

e sp

ot

on

wh

ich

to

bu

ild t

he

firs

t co

lon

y o

f N

ew S

ou

th W

ales

. On

Jan

uar

y 26

th 1

788,

G

ove

rno

r A

rth

ur

Phill

ip t

oo

k p

oss

essi

on

of

the

lan

d f

or

Bri

tain

an

d p

lan

ted

th

e U

nio

n J

ack

firm

ly in

th

e so

il.

Aft

er d

isem

bar

kin

g at

Syd

ney

Co

ve, G

ove

rno

r Ph

illip

set

th

e 75

1 co

nvi

cts

to w

ork

un

der

th

e m

arin

es’ s

up

ervi

sio

n. T

he

colo

ny

nee

ded

fen

ces,

ro

ads,

bri

dge

s an

d s

hel

ter.

Mo

re im

po

rtan

tly,

th

e la

nd

had

to

be

pre

par

ed t

o g

row

en

ou

gh f

oo

d

for

the

colo

ny

un

til t

he

Seco

nd

Fle

et b

rou

ght

mo

re s

up

plie

s fr

om

Bri

tain

in 1

790.

Har

d t

imes

ah

ead

The

loca

l Cad

igal

peo

ple

kn

ew w

her

e to

fin

d a

n a

bu

nd

ance

of

foo

d a

rou

nd

Syd

ney

Co

ve, b

ut

the

Bri

tish

dis

cove

red

th

at

they

did

n’t

hav

e th

e sa

me

skill

s to

su

rviv

e in

th

eir

new

en

viro

nm

ent.

By

1789

fo

od

su

pp

lies

wer

e d

ange

rou

sly

low

an

d

rati

on

s w

ere

red

uce

d f

or

ever

yon

e. R

ats,

din

goes

, cro

ws,

sn

akes

, em

us

and

kan

garo

os

bec

ame

par

t o

f th

eir

dai

ly d

iet.

G

ove

rno

r Ph

illip

sen

t th

e Si

riu

s to

Cap

e To

wn

to

fet

ch f

oo

d, b

ut

it t

oo

k se

ven

mo

nth

s fo

r th

e sh

ip t

o r

etu

rn. A

par

t fr

om

fo

od

pro

ble

ms,

th

ey f

aced

oth

er c

hal

len

ges:

●Th

e ti

mbe

r w

as s

o ha

rd it

too

k si

x da

ys t

o cu

t do

wn

one

tree

to

mak

e a

slab

hut

. Saw

s an

d ax

es b

roke

eas

ily. F

ew

conv

icts

wer

e sk

illed

car

pent

ers.

●Th

e Fi

rst

Flee

t ca

rrie

d 50

00 b

rick

s an

d th

ousa

nds

of n

ails

and

chi

sels

, but

thi

s w

as n

ot e

noug

h to

bui

ld s

helt

er f

or

ever

yone

. Mos

t of

the

off

icer

s, s

oldi

ers

and

conv

icts

had

to

live

in t

ents

for

yea

rs.

●Pe

ople

’s c

loth

es t

urne

d to

rag

s an

d th

ere

was

no

clot

h to

mak

e ne

w o

nes.

●M

eeti

ngs

wit

h lo

cal I

ndig

enou

s A

ustr

alia

ns w

ere

not

alw

ays

peac

eful

.

Hel

p a

rriv

es

On

th

e 3r

d o

f Ju

ne

1790

a jo

yfu

l cry

ran

g o

ut

ove

r th

e co

lon

y, “

the

flag

’s u

p!”

Sai

ls c

ou

ld b

e se

en e

nte

rin

g th

e h

arb

ou

r.

Go

vern

or

Phill

ip r

ow

ed o

ut

to m

eet

the

Lad

y Ju

lian

a, a

co

nvi

ct t

ran

spo

rt o

f th

e Se

con

d F

leet

. Th

e sh

ip b

rou

ght

foo

d

sup

plie

s an

d le

tter

s fr

om

‘Old

En

glan

d’.

The

colo

ny

at la

st c

ou

ld h

ear

abo

ut

the

Fren

ch R

evo

luti

on

of

1789

, th

e h

ealt

h o

f Ki

ng

Geo

rge

III a

nd

th

e lo

ss o

f th

e Se

con

d F

leet

sh

ip, t

he

Gu

ard

ian

, aft

er it

hit

ice.

Th

e G

uar

dia

n w

as f

ull

of

sup

plie

s fo

r th

e co

lon

y. T

he

Lad

y Ju

lian

a ca

rrie

d 2

22 f

emal

e co

nvi

cts.

Its

voya

ge t

o S

ydn

ey C

ove

last

ed a

lmo

st 1

1 m

on

ths.

Th

e o

ther

fo

ur

ship

s o

f th

e Se

con

d F

leet

arr

ived

in t

he

last

wee

k o

f Ju

ne

1790

. Th

e 10

26 c

on

vict

s o

n t

hes

e sh

ips

had

no

t b

een

tr

eate

d w

ell.

Alm

ost

25%

of

them

had

die

d f

rom

sta

rvat

ion

, dis

ease

an

d b

ruta

l tre

atm

ent.

area

area

Hop

ping

Ski

lls

Documents

Stage 2 Plan – Non-Digital