Paper Pack

Stage 2 Week 3

Paper Pack

Spelling Week 3Mo n d a y

Dig ra p h - th

Spelling Week 2 - List 1 List 2 List 3 List 4 List 5 List 6

thosetheirbath

mathsthudnorththirdthreemothmyth

thawsloththinbothThorthrowthornsixthtenthfaith

theorythinkwidththumbsouthdepthteeththumpthrownwarmth

thoughtthreaten

strengthenbirthdaytheatrelengthenthirstypathway

mouthwashfrothing

authenticsympathyauthorityuncouth

thoughtfulthermalmythical

threatenedathleticfrothing

methodicalalgorithms

thoraxthunderoussympathyaesthetic

homeopathictherapeutic

ethicalthoroughly

CREDITS: This presentation template was created by Slid e s g o , in c lu d in g ic o n s b y Fla tic o n , a n d in fo g ra p h ic s & im a g e s b y Fre e p ik

Write your list words

http://bit.ly/2Tynxth

http://bit.ly/2TyoMsr

http://bit.ly/2TtBDfr

Use as many your words in engaging sentences as you can

Spelling Week 3Tu e s d a y

Dig ra p h - th


thosetheirbath




thoughtthreaten


mouthwashfrothing







ethicalthoroughly

Play spelling dollars to work out the value of each word. a=$1, b =$2, c= $3, d=$4 … z=$26

Spelling Week 3We d n e s d a y

Dig ra p h - th


thosetheirbath




thoughtthreaten


mouthwashfrothing







ethicalthoroughly

Dictionary Definitions

Sp e llin g We e k 3Th u rs d a y

Dig ra p h - th


thosetheirbath




thoughtthreaten


mouthwashfrothing







ethicalthoroughly

Draw pictures of 'th' words

Spelling Week 3Frid a y

Dig ra p h - th


thosetheirbath




thoughtthreaten


mouthwashfrothing







ethicalthoroughly

Put your words into a tagxedo

Use as smaller writing as you can to get the best look. It is easier to do on paper and take a photo to upload.

SPaG TIME - 40When to use ‘a’ and when to use ‘an’:

Why is a banana okay but it needs to be an apple?

Watch this clip with music and a very clear graphic organiser to help you see the rule and remember it: https://www.youtube.com/watch?v=B8MbH5Wwf5I

An is used when a word starting with a vowel follows. A is used when a word starting with a consonant follows. Vowels: a, e, i, o, uConsonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z

Name:

Date:

https://www.youtube.com/watch?v=B8MbH5Wwf5I

SPaG TIME - 40

Write sentences using 'a' or 'an' - highlight them

SPaG TIME - 41Past, Present and Future Tenses:It is is really important to get your tenses correct in your writing. Using the correct tense helps your texts to be clearly understood by the reader.

Watch this clip to revise the past, present and future tenses of verbs: https://www.youtube.com/watch?v=bMVqZdtmaOk

Now consider what endings to use for your verbs:https://www.youtube.com/watch?v=4Rm9l6y3-WY

Name:

Date:

https://www.youtube.com/watch?v=bMVqZdtmaOk

https://www.youtube.com/watch?v=4Rm9l6y3-WY

SPaG TIME - 41

Complete the table. Think about how the verb changes with the tense.Past

(already done)Present

(doing now)Future(will do)

walked

will look

will eat

sleeping

ran

will sit

driving

SPaG TIME - 42Bumping up our writing: Instead of using red, blue or green to describe nouns in your writing try using new words to describe these colours and engage your readers.

If you look at colour swatches for paint at the hardware store you will notice how many variations of colour there are. They all need different names! Watch this clip of 100 colours and their names: https://www.youtube.com/watch?v=mbWRZ8mj4ak

Use a dictionary look for synonyms for the traditional colours.Example: red - scarlet, vermilion, ruby, cerise, cardinal, claret, cherry.

Name:

Date:

https://www.youtube.com/watch?v=mbWRZ8mj4ak

SPaG TIME - 42

Build up a bank of new descriptive words for these colours.

Traditional colour word Synonyms, new words

blue

green

yellow

black

white

orange

purple

SPaG TIME - 43Applying our knowledge of tenses and new colour words:

1. Insert a verb in the indicated tense to ensure the sentence makes sense.2. Using the bank of new words you built yesterday for describing colours, replace

the traditional colour word with another more engaging description.3. Rewrite your sentence with the changes taken in.

Example:Yesterday we [verb past tense] for green bugs in the park.

Rewrite: Yesterday we searched for emerald green bugs in the park.

Name:

Date:

SPaG TIME - 43

Apply your tenses knowledge and synonyms for colours and rewrite the sentences.

1. We can [verb present tense] many blue butterflies above us.

Rewrite:

1. I [verb past tense] a rough brown rock with care.

Rewrite:

1. I will [verb future tense] the purple grapes when they are ripe..

Rewrite:

Reading between t he Lin e sToday we will look at the inferred meaning of a longer written text.

Infer to deduce or conclude something from evidence and reasoning rather than from explicit statements

We need to be detectives to find the inferred meaning in a text. We need to:● look for clues in the written words● use our own knowledge and experiences to understand what the author is

inferring (but not directly saying) to us.

Name:

Date:

Read the text of My Family and consider the following questions.

1. Why do you think Nan and Pop needthe TV turned up loud?

2. Do you think this family spends lots oftime together? Why do you think that?

3. In what ways do you think this family isa little different?

4. Do you know anyone that lives with theirextended family?

5. Do you think this family has a very cleanor a very messy house? Give threereasons for your answer.

Read the text a few times and answer these questions on the following slides.

Reading between the LinesInsert your answers to the questions on the text, My Family. Remember to go back to the text for evidence to support your answers.

1. Why do you think Nan and Pop need the TV turned up loud?

1. Do you think this family spends lots of time together? Why do you think that?

Reading between the Lines3. In what ways do you think this family is a little different? Are you using your ownpersonal experience to answer this question?

4. Do you know anyone that lives with their extended family?

Reading between the Lines5. Do you think this family has a very clean or a very messy house? Give threereasons for your answer. [Use the text for evidence to support your reasons.]

Clean or messy?

Reasons:

1.

2.

3.

Reading between t he Lin e sToday we will look at the inferred meaning of a cartoon strip.


We need to be detectives to find the inferred meaning in a text. We need to:● look for clues in the images.● use our own knowledge and experiences to understand what the author is


Name:

Date:

Reading between the LinesLook through the cartoon strip and read from the images what you think is going on.

Give the comic strip a title:

Reading between the LinesInfer what the meaning is in each cartoon cell and type it under the image.

Reading between the LinesInfer what the meaning is in each cartoon cell and type it under the image.

Insert your own image here.

Continue the cartoon with your own image here. What happens next?

Reading between t he Lin e sWe need to practise looking at the inferred meaning of short written texts. The extracts today are from our Crunch and Sip text, The Explorer by Katherine Rundell


We need to be detectives to find the inferred meaning in a text. We need to:● look for clues in the written words● use our own knowledge and experiences to understand what the author is


Name:

Date:

Reading between the LinesTime to practise looking for clues and evidence in the written words to help us build the inferred meaning.

Example Text: Coming back into the clearing felt surprisingly like home.

Inferred meaning:

Evidence in the text:

My knowledge/experiences:

The clearing felt familiar and safe, even though they were lost in the middle of the Amazon Jungle. It is the place they recognise and know best in the jungle.

The clearing is compared in a simile to home. The homes of each of the characters is different but is a place they know and know what to expect. Surprisingly is used to emphasise how strange this feeling is as they are lost in a jungle.

Home is a safe place for me that has my favourite possessions and space for me to be relaxed. I know my home and fear often comes from places I don’t know with unexpected events or people.

Reading between the LinesNow it’s your turn to practise looking for clues and evidence in the written words to help build the inferred meaning.

Text: Lila’s face was crumpling. “Don’t.” She swallowed back a noise that might have been the beginning of tears, or a scream, and tried to change the subject.

Inferred meaning:



Reading between the LinesHave another go and practise looking for clues and evidence in the written words to help build the inferred meaning.

Text: Fred’s brain had chewed up the fears he had pushed aside during the day and spat them back at him while he slept.

Inferred meaning:



Oral ReadingToday it is time to record yourself reading a new text aloud for 2 minutes..Text title:

Author:

● Your text can be from a story or an information text.

● Use and take in the feedback from your teacher last week. Think about how you will

improve your reading this week.

● Engage your listen with great expression, a clear voice and a suitable pace.

Name:Date:

Oral ReadingHow to record yourself reading:● Visit this website: https://vocaroo.com/● Click on the microphone button and allow access to your microphone.● Record your reading and then press on the square stop button to finish.● Select ‘save and share’ and then click on the icon to copy the link.● Or you can ‘save and share’ and then download the file and attach it to your work.● Paste your recording link in the box below and submit this slide.

Your vocaroo recording link:

https://vocaroo.com/

TNT - Week 3 - Term 4

Race to 0

Level 1 Level 2 Level 3 Level 4 Level 5

Race to 0 from 100

Set the random number

generator to numbers between

1 & 6. Generate 2 numbers and

multiply them together.

Students start at 100 and

subtract their answer from

their ongoing total. Students

continue this process until one

of the students

reaches/surpasses 0. This

student is the winner.

Race to 0 from 200









of the students



Race to 0 from 500








continue this pr ocess until one

of the students



Race to 0 from 1000



1 & 30. Generate 2 numbers

and multiply them together.





of the students



Race to 0 from 1000




multiply them toget her.





of the students



Using Mathematics in the Real WorldCollecting Data

Multiplication & Division

Mathematics Week 3 Lesson 3

Aussie Backyard Bird Count

18 - 24 October is the #AussieBirdCount week.

The #AussieBirdCount is a great way to connect with the birds in your backyard no matter where your backyard happens to be — a suburban backyard, a local park, a patch of forest, down by the beach, or the main street of town.

You can count as many times as you like over the week, we just ask that each count is completed over a 20-minute period. The data collected assists BirdLife Australia in understanding more about the birds that live where people live.

See the website for more information:https://aussiebirdcount.org.au/

https://aussiebirdcount.org.au/

Collect some dataTo complete the Aussie Backyard Bird Count, spend 20 minutes standing or sitting in one spot and noting down the birds that you see.

You will need to count the number of each species you spot within the 20 minute period. For example, you might see 4 Australian Magpies, 2 Rainbow Lorikeets and a Sulphur-Crested Cockatoo.

If you can identify birds by their calls, please include these in your count, but if you aren’t sure of a bird without seeing it, please exclude it rather than making a guess.

The Aussie Bird Count app has a handy field-guide to help you identify birds or you can use the one provided for you in Google Classroom.

RECORD YOUR DATA ON THE GRID PAPER SUPPLIED.

ARRAYS - EXAMPLE

What examples of multiplication and division can you see in this image?

I can see 3 columns of houses with 5 in each column. 3 x 5 = 15

I can also see two windows in each house. 2 x 15 = 30

Each house has three openings (one door and two windows).

3 x 15 = 45

What examples of multiplication and division do you see?

Open-ended Problem 47What number am I?My three digits all add up to 12. Find as many possible answers as you can!Extension: What number am I? My five digits add to make 22.

Name:

Date:

[Show your working out here]

Open-ended Problem 48The answer is 144. What is the question?

Extension: The answer is ¾ . What is the question?

Name:

Date:


Open-ended Problem 49There are 3 tins full of pencils in the classroom. Each tin has the same number of pencils in it. How many pencils in total can there be in the classroom?

Extension: Show 5 possible answers.

Name:

Date:


Open-ended Problem 50I have two three-sided shapes, three four-sided shapes and a six-sided shape.

1. If all the shapes are different, what shapes might I have?2. What is the total number of sides of the shapes I have?

Extension: Are both questions open-ended or not? Explain your answer.

Name:

Date:


Multiplication Battleship

©Nicholas A. Reitz

Directions for Multiplication Battleship

• This game is best played in partners. • Each child needs their own page. (Consider laminating for

repeated use.)• Each child colors in their ships on the top grid.• Partners take turns choosing a location to attempt to

“bomb.” They do this by stating the equation (ie. 5x8=40) The first number in the equation means across, and the second number means down.

• They mark their attempts on the lower grid.• When every part of a ship has been hit it is sunk.• If a partner misses, the other partner simply says, “Miss.”• If a partner hits, the other partner simply says, “Hit!”• If a partner says the answer to the equation incorrectly,

the other partner simply says, “Misfire!”

Directions for Multiplication Battleship

• This game is best played in partners. • Each child needs their own page. (Consider laminating for

repeated use.)• Each child colors in their ships on the top grid.• Partners take turns choosing a location to attempt to

“bomb.” They do this by stating the equation (ie. 5x8=40) The first number in the equation means across, and the second number means down.

• They mark their attempts on the lower grid.• When every part of a ship has been hit it is sunk.• If a partner misses, the other partner simply says, “Miss.”• If a partner hits, the other partner simply says, “Hit!”• If a partner says the answer to the equation incorrectly,

the other partner simply says, “Misfire!”

x 1 2 3 4 5 6 7 8 9 10 11 12

1

2

3

4

5

6

7

8

9

10

11

12

Aircraft Carrier covers 5 spaces

Battleship covers 4 spaces

Submarine covers 3 spaces

Destroyer covers 3 spaces

Patrol Boat covers 2 spaces

Multiplication Battleship

Place your ships around the board.

Take turns bombing each others board in an attempt to sink your partner’s ships.

Bomb a space on your partner’s board by saying the equation that matches where you want to bomb. (5x8=40 , this means 5 across, 8 down)

x 1 2 3 4 5 6 7 8 9 10 11 12

1

2

3

4

5

6

7

8

9

10

11

12

Record your attempted hits here:

©Nicholas A. Reitz

x 1 2 3 4 5 6 7 8 9 10 11 12

1

2

3

4

5

6

7

8

9

10

11

12

Aircraft Carrier covers 5 spaces

Battleship covers 4 spaces

Submarine covers 3 spaces

Destroyer covers 3 spaces

Patrol Boat covers 2 spaces

Place your ships around the board.

Take turns bombing each others board in an

attempt to sink your partner’s ships.

Bomb a space on your partner’s board by saying

the equation that matches where you want to

bomb. (5x8=40 , this means 5 across, 8 down)

x 1 2 3 4 5 6 7 8 9 10 11 12

1

2

3

4

5

6

7

8

9

10

11

12

Record your attempted hits here:

©Nicholas A. Reitz

Multiplication

Battleship

Arrays

5 x 1 5 x 2

5 x 3 5 x 4

5 x 5 5 x 6

5 x 7 5 x 8

5 x 9 5 x 10

5 x 11 5 x 12

Make an array for each problem. 5Multiplication

Facts

60305

4515203555025401050

5 x 65 x 05 x 2 5 x 75 x 125 x 1 5 x 3 5 x 85 x 115 x 45 x 95 x 55 x 10

s

Name:

Solve & Create

Sadie bought concert

tickets for 5 people. Each ticket cost $12.

How much money did the tickets cost

in all?

Show Work:

Answer:

Show Work:

Answer:

Show Work:

Answer:

Jaxon made 2 baskets.

Isaiah made 5 times as

many baskets. How many baskets did

Isaiah make?

Create a word problem for 5x9:

Solve the problem:

Match Up!

Number Lines

Skip Count

5x ___=60

____x11=55

5x5=_____

____x5=0

5x ___=40

3x5=_____

7x ____=35

____x2=10

4x5=_____

___x6=30

5x ___=25

11x5=_____

5x ___=45

____x5=10

8x5=_____

____x1=5

5x _____=15

9x5=_____

___x10=50

___x12=60

1x5=_____

5 x 7=

5 x 3=

5 x 12=

5 x 4=

5 x 8=

5 x 1=

5 x 5=

5 x 11=

5 x 12=

5 x 0=

5 x 10=

5 x 2=

5 x 9=

5 x 6=

5 x 7=

5 x 8=

5 x 3=

2 5x5 x7

3 11x5 x5

10 4x5 x5

5 10x9 x5

5 5x5 x8

9 12x5 x5

4 5x5 x1

0 5x5 x6

11 5x5 x3

5 x 10=

3 x 5=

5 x 9=

4 x 5=

5 x 2=

5 x 5=

5 x 6=

1 x 5=

5 x 6=

11 x 5=

5 x 7=

8 x 5=

5 x 12=

2 x 5=

5 x 3=

9 x 5=

5 x 0=

1 2 3 4 5 6 7 8 9

Highlight the multiples of 5.

Fast Facts

__x__

__x__

__x__

__x__

__x__

__x__

__x__

__x__

__x__

__x__

__x__ 100999897969594939291

898887868584838281

797877767574737271

6867666564636261

595857565554535251

4847464544434241

3837363534333231

292827262524232221

1817161514131211 19 20

30

4039

5049

7069

10

60

80

90

Fill in the BlankComplete using 5 as a factor.Write the multiplication problem

that matches the number line.

10 45 35 25 20

55 30 50 5 40

Repeated Addition Multiplication

Facts 2 x 5 5+5=10

3 x 5

4 x 5

5 x 5

6 x 5

7 x 5

8 x 5

9 x 5

10 x 5

11 x 5

12 x 5

5 x 0

5 x 2

0 60 15

5 x 10

5 x 3

5 x 7

5 x 9 5 x 11

s

Name:

Color the multiplication fact

and its product the same color.

Write each as an addition problem.Solve & Create

There are 5 rows of rose

bushes with 7 rose bushes in each row. How many

rose bushes were there

in all?

Show Work:

Answer:

Show Work:

Answer:

Show Work:

Answer:

Andrew bought 5 boxes of

granola bars with 6 bars in each box. How many granola

bars did he have in all?


Solve the problem:

5

Search the Facts

True or False?

7 35 11 5 8 40 2

8 7 55 9 50 5 10

5 5 10 45 45 55 1

11 4 3 2 8 9 8

5 12 60 7 30 2 5

3 0 0 6 9 5 40

1 5 5 11 25 2 6

1 7 2 10 12 5 3

5 35 10 6 4 7 5

5 7 11 5 5 20 50

25 4 20 3 12 4 5

55 0 0 15 30 5 10

5 5 2 3 6 2 5

0 10 11 4 12 5 60

5x5=10 5x10=505x0=0 5x9=45 5x11=16 5x1=5

5x6=30 5x2=7

5x12=60 5x4=25 5x7=35 5x3=30 5x8=40

2x5=10 7x5=12

12x5=503x5=158x5=401x5=5

6x5=309x5=140x5=510x5=154x5=2011x5=555x5=25

5x2=105x10=155x5=255x3=155x9=405x4=201x5=65x0=0

5x12=607x5=356x5=11

5x8=455x11=55

Find and circle 23 multiplication problems.

Highlight the 15 false answers.

Fill in the Blank Fast Facts

5x _____=5

____x2=10

5x4=_____

____x3=15

5x ___=25

5x6=_____

5x ____=35

___x8=40

5x9=_____

___x5=50

5x ____=55

5x12=____

5x ____=20

_____x1=5

5x2=_____

____x3=15

5x ___=30

5x7=_____

___x5=40

___x9=45

5x10=____

5 x 12=

5 x 8=

5 x 0=

5 x 2=

5 x 6=

5 x 11=

5 x 1=

5 x 8=

5 x 3=

5 x 9=

5 x 4=

5 x 7=

5 x 10=

5 x 4=

5 x 5=

5 x 9=

5 x 12=

5 5x4 x1

3 12x5 x5

11 0x5 x5

4 6x5 x5

5 5x8 x7

9 10x5 x5

1 5x5 x2

8 5x5 x5

10 7x5 x5

5 x 0=

2 x 5=

5 x 1=

7 x 5=

5 x 6=

8 x 5=

4 x 5=

5 x 5=

5 x 9=

3 x 5=

5 x 10=

12 x 5=

5 x 3=

11 x 5=

5 x 9=

0 x 5=

6 x 5=

Complete using 5 as a factor.

Solve & CreateEqual Groups 5 x 1 5 x 2

5 x 3 5 x 4

5 x 5 5 x 6

5 x 7 5 x 8

5 x 9 5 x 10

5 x 11 5 x 12

Draw equal groups for each problem.

Mrs. Winters received

5 flowers. Mrs. Edwards

received 4 times as many flowers. How many flowers

did Mrs. Edwards get?

Show Work:

Answer:

Show Work:

Answer:

Show Work:

Answer:

Hadley opened a

package of cookies.

There were 5 cookies in 3 rows. How

many cookies did she have

in all?


Solve the problem:

5Multiplication

Facts s

Name:

7 x 5

8 x 5

6 x 5

5 x 5

4 x 5

Solve the multiplication facts above. Color the products according to the key below.

Pink:

Blue:

Purple:

Orange:

Yellow:

Green:

0, 50

10, 30

25, 60

20, 35

5, 40, 55

15, 45

7 x 5

10 x 5

5 x 5

9 x 5

5 x

2

5 x 8

5 x

10

5 x 6

5 x 9

5 x 11

11 x 5

5 x 1

5 x 9

5 x 7

5 x

2

0 x 512 x 5

5 x 85 x 3

Color by Number

Number Bonds

Multiples Maze

15 5 0 101 60 45 10

3 24 32 20 54 50 24 25

27 22 54 35 42 15 32 30

2 54 77 60 36 40 88 55

4 40 30 5 72 10 63 5

16 25 1 2 84 55 48 10

24 45 35 20 5 50 24

Fast Facts

Highlight the multiples of 5.

Complete using 5 as a factor.

5 x 1=

5 x 2=

5 x 0=

5 x 9=

5 x 10=

5 x 3=

5 x 5=

5 x 4=

5 x 11=

5 x 12=

5 x 8=

5 x 7=

5 x 6=

5 x 5=

5 x 9=

5 x 12=

5 x 4=

8 5x5 x4

5 7x2 x5

12 1x5 x5

9 10x5 x5

4 5x5 x5

6 11x5 x5

5 5x8 x9

2 5x5 x7

12 5x5 x6

5 x 6=

0 x 5=

5 x 11=

1 x 5=

3 x 5=

10 x 5=

5 x 9=

8 x 5=

5 x 7=

5 x 5=

2 x 5=

5 x 4=

5 x 8=

12 x 5=

5 x 0=

7 x 5=

5 x 2=

0x _____=0

_____x5=5

2x5=_____

___x5=35

3x _____=15

9x5=_____

5x ___=50

___x5=25

5x8=_____

___x4=20

5x____=30

12x5=____

5x _____=5

_____x0=0

5x11=_____

___x5=45

8x____=40

5x1=_____

___x5=55

____x5=15

4x5=_____

Fill in the BlankComplete using 5 as a factor.

5

5 1 55 0

12

10

11

30 9

2

45 3

4

6 25

60

10 8

7

Stage 2 - 2021Term 4 Week 3Themed Fridays Where the wild things are...

LIVING THINGS

OUR EXPECTATIONSDo as many activities as you can but remember we want quality over quantity. One AWESOME activity is better than 10 half finished ones.

Spare activity to create - share your idea for a task.

Share your work: insert it into slides or email it to your teacher.

Have fun and express your ideas.

Boggle words Make as many words as you can using the letters in WILD ANIMALS. Challenge yourself to find long words (more than 5 letters) as well as short words.

Outdoor Wildlife PhotographyUsing whatever photography equipment you have (or go retro and draw/paint), go for a walk around your local area looking for wildlife. Look in all the places you wouldn’t normally look. Look in the trees, on rocks, hiding in the grass. Show us all the creatures you find.

Creatures from Mr McGrath’s Garden

Create a new environmentUsing your best creative brain juices, imagine a new ecosystem has been discovered after years of being hidden. What does it look like? What is the climate like? What new species of animals and plants live there? Write it, draw it, whatever works for you.

Listen...

Listen to this music. As the music is playing in the background write a story, draw a comic or create an artwork that matches the music.

https://www.youtube.com/watch?v=fvRkWO5g2HE

https://www.youtube.com/watch?v=fvRkWO5g2HE

Maps...Design a zoo or animal sanctuary with as much detail as possible. Think really hard about what environments and activities the animals need to thrive.Don’t forget about your guests! They need to eat, drink, have fun and probably go to the toilet somewhere too.

Check out these real Zoo maps for inspirationhttps://taronga.org.au/sydney - zoo/maphttps://bit.ly/3lBo1P4https://bit.ly/3FMNE7q

Zoo Challenges- Create a safari zone with

cohabitation (differentspecies living together)

- Design a series ofaquatic exhibits

- Research what plants youshould grow in eachanimals enclosure tomake them feel at home.

https://taronga.org.au/sydney-zoo/map

https://bit.ly/3lBo1P4

https://bit.ly/3FMNE7q

_____________________ Zoo

One Line Animal ArtworkUsing only one line (meaning you can’t lift your pencil off the page until you are finished) try and draw the shapes and features of some different animals.

Free choiceWhat activity have you developed that links to our Living Things theme?

Read a nonfiction book on animals, plants, creepy crawlies or creatures.Raid your bookshelf and see what books about living things you can find. Sit down under a tree and read the hours away!

Amazing AnimalsKoko the “talking” gorilla

Listen...What animal do you wish you could communicate with and why? What would you talk to it about? What questions would you ask? What questions would it ask you?

http://www.youtube.com/watch?v=SNuZ4OE6vCk

Share your work here

TYPE HERE

Geography

Week 3What would it be like to live in a different place? Continued...

Type Here

https://www.inquisitive.com/video/57-australia-s-neighbours-coline-s-story

https://www.inquisitive.com/video/58-australia-s-neighbours-intan-s-story

https://www.inquisitive.com/video/59-australia-s-neighbours-thomas-story

https://www.inquisitive.com/video/60-australia-s-neighbours-lily-s-story

Watch all the above videos again then complete the venn diagram on the next slide. Here are some words you might need to know:

Natural features: not made by man (rocks, trees, animals, mountains etc..)

Human features: Things we have created (buildings, houses, bridges).

Plains: large areas of flat land.

https://www.inquisitive.com/video/57-australia-s-neighbours-coline-s-story

https://www.inquisitive.com/video/58-australia-s-neighbours-intan-s-story

https://www.inquisitive.com/video/59-australia-s-neighbours-thomas-story

https://www.inquisitive.com/video/60-australia-s-neighbours-lily-s-story

https://bit.ly/3lEo5O4

https://bit.ly/3aCPl97

http://www.youtube.com/watch?v=MuKs9o1s8h8

http://www.youtube.com/watch?v=uB61rfeeAsM

https://bit.ly/3lEo5O4

https://bit.ly/3aCPl97

Quick Summary

What is a food chain? Why are decomposers important?

Categorising Living Things Around Us

It’s time for a mini wild safari!

Your job is to go out and categorise as many creatures as you can using this flowchart to help you. Identify what type of creature it is then list as many extra details about it as you can. Include things like; colours, patterns, how it moves, what it was eating, its length (use a ruler if you can), where it was found and how many you found on your adventure.

There is an example table on the next page to help you.

Categorising Critters and CreaturesCreature Type Number found Colours and Patterns Where Eating Length

Insect (6 Legs) 🐜🐜

Bee = 22Ants = infinity

Bee= black and yellow, fuzzy, covered in pollen, little pink tongueAnts = really tiny, shiny black

On all the flowers

On the footpath

Pollen

Some ants had leaves

Bee= 2-3cmAnt= <1cm

Arachnid (8 Legs) 🕷🕷

Spider = 4 Grey with a orange diamond, white leg joints.

Between sticks

Nothing in webs

1-2cm

Myriapods (8+) 🐛🐛

Millipede = 1 Black back, brownish belly, legs looked cool when moving like a wave.

In the dirt Didn’t see anything

4-6cm

Annelids 🥓🥓 Worm = 2 Pink body, dark pink bump near the top (I think it’s the top)

In the dirt Didn’t see anything

5-7cm10-12cm!

Molluscs 🐌🐌 Snail = 15 Really nice swirly shells, mostly brown, kinda shiny.

On leaves Leaves 2-10cm

Creature Type Number found Colours and Patterns Where Eating Length

Insect (6 Legs) 🐜🐜

Arachnid (8 Legs) 🕷🕷

Myriapods (8+) 🐛🐛

Annelids 🥓🥓

Molluscs 🐌🐌

https://ww

w.youtube.com

/watch?v=2ivZ6G

SaK1M

BONUS ROUND VIDEO

http://www.youtube.com/watch?v=2ivZ6GSaK1M

https://www.youtube.com/watch?v=2ivZ6GSaK1M

Free Verse Poems

What are free verse poems?

Free Verse is a name given to poems that don’t follow any rules...they are rule breakers!

This means they can be as short or as long as you like!

They can have as many syllables, words, lines as you want!

They don’t have to rhyme and they don’t have to be funny!

Free Verse are fun because you the poet get to decide what your poem looks like.

So enjoy!

Here are some examples...

Peace and Quiet by Nadya Phillips

Peace is...

When you are outside on a nice warm day

With a cold glass of yellow lemonade.

Slurp, slurp, slurp.

Feeling the warm sun on my back,

Rubbing my hands through the wet green grass,

Listening to the birds singing a distance away.

Quiet...

Now that's PEACE!

Source: https://www.familyfriendpoems.com/poem/peace-and-quiet

https://www.familyfriendpoems.com/poem/peace-and-quiet

What are we going to do with you? By Jenna

Sometimes you drive us all crazy.

Sometimes me more than others.

But sometimes you yell

and kick at nothing for no reason.

Tell me, little sis, what are we going to do with you?!

I keep on telling myself,

"I wanted a sister, not an alien!"

Only to have mother tell me you are human.

I laugh as you walk in with underwear on your head!

Now it's mother's turn to say,

"Oh, what are we going to do with you?"

But sometimes, when it's bedtime,

you can be the sweetest thing.

I find it adorable when you snuggle

with your small teddy bear.

And I can't help but say,

"What are we going to do with you?"

Onomatopoeia is a language feature which can be quite effective in your writing, especially Poems.Look at these YouTube clips to refresh your memory.

http://www.youtube.com/watch?v=4x59z2DfiTA

http://www.youtube.com/watch?v=I1GC1yWdM_c

http://www.youtube.com/watch?v=kAYGa3Lvlq0

Type your name here

Here is an example of a magnetic poem.

Now make

your own!

Fill in the rectangles on the side, like a mind map. Write as many

nouns, adjectives, adverbs as you can

think of about Emus. Then drag the words across to make a free

verse poem.

ZANG!

clash

clang

chuckle

bubble

bang

Snarl

Tweet

Yelp

Screech

Growl

Chirp

Chatter

Cackle

Buzz

Bark

Squelch

Slither

Sputter

Splatter

Squeal

Trickle

Thwack

WhirOnomatopoeia Words

WHOOSH!

rumble !

Whack

Rustle

Wallop

Now make

your own!

Now, do the same as you did with the Emu.

Don’t forget onomatopoeia.

Now make

your own!

Type here

Dice Roll Words

Lines

Type into this text box

Halloween Free Verse

Have a look at this…

Notice how the author has divided lines for effect. Why do you think the author has stretched this poem out so much?

There are some very vivid word choices in this poem. HIGHLIGHT these words in green.

Repetitive sounds as the alliteration of “some un-suspecting soul”or in the middle sounds as in “bulked-up, here and there,” add to the pleasure of listening to the poem.

What does the visual look of the poem remind you of?

A spider-web perhaps?

Complete this poem from the perspective of a squirrel.

Halloween Night Viewed From a Tree

Sitting up on a safe branch

on this strangest of nights,

eerily still and black below

Then beams of light

· What really are the beams oflight? Describe. What otherHalloween things are seen fromthis squirrel’s vantage point?

· Consider ending with how thesquirrel reacts or something ofinterest happening below.

Halloween Night Viewed From a Tree

Sitting up on a safe branch

on this strangest of nights,

eerily still and black below

Then beams of light

Don’t Let Me Out on Halloween Night!

Door shut, I enter the night

to hear shrieks,

m-e-o-w-s,b-o-o-s,

and...

By the title, the dog becomes scared, so describe things that would scare him, and how does it end for him?

Complete this Free Verse poem on the next slide.

trick-or-treat bag afraid of Halloween a ghost is afraid fall’s festive party

“Don’t go to Mr. Bonehead’s!” prepping for Halloween a scary hayride “What’s Under my Bed?”

“Our Tree Dresses-up” fall decorations a skeleton dance “Halloween, Not for me!”

“One Big Fraidycat Cat” deciding on a costume the big harvest

Building your Halloween Free Verse PoemHere are some ideas to get you started

Brainstorming Buzz Board

1. Student Directions: If you know where you are going to break your lines start and continue to the next line after each break (or tiny pause). If you don’t know where your pauses will occur just write it as one long sentence.

1. After reading over (and sometimes over and over), insert a slash / to remember where you’d like to break your lines and go to the next line. This will help you when recopying your poem.If you decide on a new verse, use two slashes // for remembering later.

Writing your Halloween Free Verse Draft

3. Once satisfied with your poem draft and all its revisions such as more vivid wording,creative imagery, the best line breaking (or pausing a tad) when reading, and correctedspelling, write your final keepsake.

4. Record yourself reading your poem aloud and upload it. You might even like to use a spooky voice!

Library Task week 3Stage 2

Watch the video and pay atte n tion to th e type s of in for m ation th at ar e an d ar e n ot OK to sh ar e on lin e .

h ttps:/ / www.you tu be .com / watch ?v=7bRZdUtm H 8 k &t=135s

http://www.youtube.com/watch?v=7bRZdUtmH8k

What is a digital footprint?

W h at in for m ation doe s Fe e t say NOT to sh ar e on lin e ?

Fu ll n am eBir th day

Favou r ite colou rAddr e ss

AgeH obbie s

Look at some snapshots of Ellie Elephant’s digital footprint...

… and Mervin Mouse’s digital footprint. This information can be seen by a nyone on t he i n t e r ne t .

Drag the ticks to complete this form about what you can learn about Ellie a nd Me r vi n on t he i n t e r ne t .

Draw or write about s ome t hi ng t ha t you CAN s ha r e onl i ne .

Paper Pack

Documents

Transcript of Paper Pack