Term 2, Week 2 - Lindfield East Public School · Writing- Monday This term we will be learning about Informative writing. Our learning intention for this week is: we are learning

Year 3 Workbook

Term 2, Week 2

Writing- Monday

This term we will be learning about Informative writing. Our learning intention for this week is: we are learning to identify the purpose and structure of an information report.

Have a think about these questions and write your answers in the box below. You may use sentences or dot points to write your answers

(You might be able to answer one of the questions or maybe all of them!

Just have a go!)

● What is an informative text? ● What do you already know about informative texts? ● Where do we find informative texts? ● Have you read any informative texts before? ● Do you have any informative texts at home? Go on a treasure hunt and see how

many you can find! ● How do you know they are informative texts?

Turn over to find out more about informative texts…….

Informative Texts

● The purpose of informative texts is to inform the reader or viewer.

● Informative texts provide facts to describe and explain people, animals, objects, events or phenomena

● Examples of informative texts include: ■ Instructions ■ Information reports ■ Newspaper reports ■ Procedures ■ Explanations

We are going to focus on information reports as our informative text. Information Reports are used to organise and present factual information. They may be about animals, nature, geography, technology, transport and many other topics.

Information reports follow this structure:

● A statement to introduce, define or classify the topic. ● A series of paragraphs to describe the features of the topic. Sometimes these

paragraphs are organised by using subheadings. ● A short conclusion or no conclusion at all

Read the short information report about Owls. Can you highlight the general statement, the series of paragraphs and the conclusion? Use three different colours!

Owls

Owls are known as birds of prey. They are nocturnal, which means they sleep during the day and hunt at night.

Owls have forward-facing eyes and a hooded beak. As they do not have teeth, they use their sharp beak to help them tear apart their food. They also have powerful claws which help them to catch their prey. The colour of an owl’s feathers can be brown, grey, white and black. The mix of colours provides a nice camouflage for the owl in their environment.

Owls are carnivores, which means that they eat meat. They hunt insects, small mammals and other small birds during the night.

Owls most commonly lay between three and four eggs. They are white and round. The eggs do not hatch at the same time. The lifespan of an owl is approximately twenty years.

There are more than 200 different species of owls. Owls can be found all over the world, except in Antarctica.

● Can you tell your parent or carer what the purpose of an informative text is? ● Share three facts you have learnt about owls with your parent or carer.

Writing-Tuesday

Independent Reading MONDAY

20 minutes of independent reading Title of book:

Strategy and Activity: Questioning

Good readers ask themselves questions about what they have read. Write three questions about what you just read. It could be a question for a character, the author or something you wonder about the story or text. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

TUESDAY


Strategy and Activity: Monitoring

Good readers think about whether they understand what they have read. Answer these questions about the reading you just did. What new words did you come across? List them. ________________________________________________ _______________________________________________________________________________________ What ‘Super Reading Strategy’ did you use the most? Circle the one you used the most. Predicting Connecting Summarising Visualising Questioning Monitoring Inferring Was there something you weren’t sure about? A word? A sentence? An idea? Do you understand it now? Explain it. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

WEDNESDAY 20 minutes of independent reading

Title of book:

Strategy and Activity: Predicting Good readers make guesses about what they expect to read next. They use clues in the text to help them guess. What do you think will happen next in the story? What clues help you to make this prediction? Write 1 -2 predictions. State WHAT you think and WHY you think this. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

THURSDAY


Strategy and Activity: Making Connections

Good readers make connections to the text as they read it. Text to text: how this is like another story you know Text to world: how this is like something in the real world Text to self: how this is like something that has happened to you or someone you know Make 2 connections to what you just read in your book. Write in full sentences. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

FRIDAY 20 minutes of independent reading

Title of book:

Strategy and Activity: Summarising Good readers think about the important or main ideas in the text as they read it. Summarise what you just read by writing WHO did WHAT, WHERE they did it and WHY and HOW it was done. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

THE RABBITS John Marsden and Shaun Tan Monday

1. What connection does The Rabbits have with British colonisation? ______________________________________________________________________________

2. Compare the front cover with the painting by Phillips Fox. Tuesday Ask and answer a question about each picture. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Wednesday - COLOUR

How does Shaun Tan show meaning through the colours he uses? 1. List the colours you notice as the book progresses.

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2. Explain why these colours are chosen.

_______________________________________________________________________________________ 3. Explain why the colours change throughout the book.

_______________________________________________________________________________________ Thursday – SIZE and PERSPECTIVE

1. Why are the machines so big? _______________________________________________________________________________________

2. Why are the rabbits so big and the numbats so small? _______________________________________________________________________________________

3. Why are we looking up at the pollution outlet? _______________________________________________________________________________________ Friday – Final Reflections

Your question:

_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

PrimaryConnections

Forces all around

Resource sheet 6

Forces include pushes, pulls, friction, gravity and magnetic force. A force can cause an object to start moving, stop moving or change its speed or direction.

Pushes and pulls are actions you can use to make things move, such as pulling a door open or pushing a door shut. The force of a push or pull can also change the shape of an object, such as pushing on playdough or pulling on chewing gum. You need to be in contact with the object to push or pull it.

Friction is a force that happens between two surfaces when they come together and ‘grip’. Two rough surfaces, like sport shoes on a brick path, have more grip than two smooth surfaces like a cardboard box on a polished wooden floor.

Magnetism is a force that acts at a distance. This means that a magnet does not have to touch an object to attract it. Magnets also react to other magnets from a distance when they either pull towards each other (attract) or push apart (repel).

However, magnets cannot exert a force (push or pull) on an object that is too far away.

Gravity is another force that acts on things at a distance. When we drop something, it does not float away. We see gravity pull it down to the ground.

Both magnetism and gravity are forces that act at a distance. Though we cannot see the forces, we can see the effect they have on objects.

push pull push pull

Magnetic moves

Copyright © Australian Academy of Science, 2015.

Term 2 Week 2 Science: CONTACT FORCES

In your own words explain what a contact force is:

List 3 everyday examples of a PUSH contact

force, e.g. Mum pushing a stroller.

1.

2.

3.

List 3 everyday examples of a PULL contact

force, e.g. A dog pulling on its lead.

1.

2.

3.

Term 2 Week 2 Science: CONTACT FORCES

Video notes:

COIN Investigation:

Slide a coin across a smooth surface and then slide the same coin across a rough surface.

1. What difference did you notice?

2. Why does this happen?

CREATE A POSTER

Create a poster to show your understanding of contact forces. NOTE: You will need to have watched the videos to complete this activity. Your poster MUST include the following 4 things:

1. The different types of contact forces, 2. DRAW and LABEL everyday examples for each type of contact force, 3. ARROWS showing the direction of the force, and, 4. An explanation of how friction impacts the movement of objects.

Please send your teacher an image of your poster.

Spelling Week 2 Prefixes: Prefixes are pieces of words that you put at the beginning of a word. They can make that word mean the opposite. Prefixes work with verbs, nouns, adjectives and sometimes even adverbs. E.g. Happy - Unhappy

Week 2 - Spelling Words

un- anti- de- dis-

Unaided (adj)

antidote

decode

disagree

unable

antihero

Deform (v)

disinfect

unfocused

Anticlimax (n)

deconstruct

distrust

unknown

Anticlockwise (adv)

derail

disbelief

1. What kind of words are these (verbs, nouns, adjectives or adverbs)?

Write down; V for verb N for noun Adj for adjective Adv for adverb (not so common) Next to each word. A few have been done for you.

2. Practice spelling these words over the week (Look, cover, say, write, check)

3. Use 10 of these words in interesting sentences of your own.

SPELLING 1.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________3.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9._______________________________________________________________________________________________________________________________________________________________________________________________________10._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1

Unit 3 Stories of the First Fleet Lesson 1 Life in 18th Century Britain

Year 3 / 4 History First Contacts © Inquisitive Pty Ltd.

What was life like in 18th century Britain?In this unit, you will learn about the First Fleet – what it was, who was on it and why and where it travelled. You will also learn about what life was like for some of the First Fleeters, before, during and after the trip.

Let’s start with some back story. Read the comic.

What might the characters be saying or thinking? Use the speech bubbles to show your ideas.

1

So these workers moved to the

cities to look for work. Soon,

the cities became overcrowded.

Many poor people lived in terrible

conditions. Work was hard to find

and many people were starving

and su�ering from disease or illness.

Some people turned to crime. To try and stop all this crime, more

and more rules were made, and

tougher punishments handed out.

Chapter 1

Stories

Firstleet

By the mid 1700s, farming was

changing in a big way. New tools,

fertilisers and ways of farming meant

that fewer workers were needed.

b

a

2



Historical records can tell us a lot about the kinds of crimes that were committed in Britain and the sentences given around the time.

Go to the website about prisoners. Find the answer to these questions in the data base. Hint: A quick search might be helpful.

What information can you find about Edward Abbott?

215 people have criminal records for house breaking. Look at their sentences. What do you notice?

Why do you think the sentences were so different? Talk about this with someone.

It is often said that many people were sent to Australia for stealing bread. Does the evidence in this database back that up?

For what crimes were people given the sentence “transportation for life”?

Write a question for someone else. Make sure you know the answer and then swap questions with someone.

Q:

A:

3

4

a

b

c

d

e

3



Browse the database and find someone who interests you.

What does the evidence tell you about them?

Using the information in the database, draw what you think they might have looked like.

Why do you think they might have committed their crime?

How do you feel about their sentence?

What do you think might happen to them if they committed their crime today?

a

b

c

d

e

5

Will I plead guilty or not

guilty?

Can I explain away the evidence?

Can I get a witness to help me?

What evidence

do I need?

Were there any witnesses?

What harm did they

cause me?

What factors led to

the crime?

Have they committed

a crime before?

What punishments

are given for this crime?


guilty?



What evidence

do I need?


What harm did they

cause me?

What factors led to

the crime?

Have they committed

a crime before?

What punishments



guilty?



What evidence

do I need?


What harm did they

cause me?

What factors led to

the crime?

Have they committed

a crime before?

What punishments


prosecutor

defendant

magistrate

4



In 18th century Britain, the justice system was fast and tough. Most people didn’t have a lawyer and many of the punishments handed out would be considered very harsh today. All decisions were final – people couldn’t appeal they way they can today. And, as you might have noticed, children were tried and punished in the same way as adults.

How do you think you might have managed in this system? Get into small groups and play a game of One Minute Justice to find out.

Here is how to play:

Step 1: Choose one of the people you found in the prisoner data base and get ready for their trial. One of you will be the prosecutor, one the defendant, and one, the magistrate. You might also want some witnesses.

Step 2: Prepare. Both the prosecution and the defendant need to organise their argument for the jury. The magistrate should research what kinds of sentences were usually handed out for that crime. What will each of you need to think about as you prepare?

Step 3: Present. When you are ready, present to the rest of the class who will act as the jury. You will have one minute to convince them of your argument. The jury will also have one minute to decide on the defendant’s fate. Guilty? Not guilty? Or guilty but with mercy? Then, the magistrate will hand down the sentence.

How did you go in the trial?

a

b

6

Writing Thursday: Improving Sentences: Verbs and Adverbs A verb is a main part of speech that describes or indicates an action. Here are some examples: jog, stop, hear, call, explore and believe. An adverb describes a verb (the action) and often ends in ‘ly’. For example: quickly, loudly, carefully Read the sentences below. The verbs are underlined and the adverbs are in bold. Which one is more interesting? Why? Tell your parent or carer your thoughts about it.

Now it is your turn, improve these three sentences. Try and start a sentence with a verb or adverb.

Jane could not find her homework this morning. _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ ________________________________________________________________________________________________________ Lily painted her artwork in class. _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ ________________________________________________________________________________________________________ The playground was noisy. _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ ________________________________________________________________________________________________________

Once you have written your sentences underline the verbs you have used in each sentence and circle the

adverbs you have used. * Hint: Think about the verbs and adverbs you could use in your sentence before you write.

1- James was late to class because he was playing handball. OR

2- Rushing frantically to get to class James was sure everyone would already be there, he was distracted and consumed by his handball game and didn't hear the bell.

1 - Thomas ate too much pizza. OR

2 - Chomping loudly, greedy Thomas quickly snatched another slice of mouth-watering pizza and swallowed it in three seconds.

© Whitney Naman 2013

Name _____________________________________________ Date_________________

Describing Quadrilaterals Write the name and descriptive attributes for each quadrilateral.

Name Description of Sides

Description of Angles

Interesting Information

Mother’s Day Poem

Mother’s Day is a very special day to acknowledge all the wonderful things our mums do for us.

This year Mother’s Day is Sunday 10th May.

You are going to write a colour poem to describe your mother. Choose one colour (for example blue, red, yellow, green, pink, purple), and

four similes comparing your mum to things of that colour. Remember a simile is when two things are compared using like or as.

Try and include as many adjectives as you can.

Here is an example to help you.

My Mother Is Yellow

My mother’s face is as bright as the mid-day sun. She holds her head high, like a bold sunflower.

Her heart is as cheerful as a field of yellow daisies. My mother is a treasure, like shiny nuggets of gold.

First draft your poem, then publish on the page provided in your Week 2 booklet. When finished draw a beautiful picture of you and you mum.

Mother’s Day Colour Poem

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Documents

Term 2, Week 2 - Lindfield East Public School · Writing- Monday This term we will be learning about Informative writing. Our learning intention for this week is: we are learning