Term 4 Week 2 Spelling Date: ___________

WORD FAMILY SIGHT WORDS THEME

1. her 11. often 21. light

2. herd 12. run 22. space

3. germ 13. important 23. distance

4. herb 14. until 24. weather

5. river 15. children 25. climate

6. Winter

7. sticker Spelling Rule CHALLENGE

8. adverb 16. greatest 26. answer

9. camera 17. largest 27. beware

10. cater 18. lioness 28. confidence

19. princess 29. decorate

20. laundress 30. arrange

Spelling Activities

Each day you are to write your spelling words in a book or on paper

and complete daily activity below.

Monday- Dictionary Definitions Use a dictionary or your device to define each word: germ adverb laundress confidence

Tuesday- Sentences Use the following words in sentences:

river until lioness decorate

Wednesday- Consonants and Vowels Use colours to write each word showing the consonants and vowels of each word toe camera princess confidence answer

Thursday- Reverse Alphabetical Order: Write the first 10 words from this week’s list in alphabetical order (a to z)

The Maths TrailThe day of the Maths Trail arrived. Our class felt very excited as our teacher, Mr Webb, divided us into small groups. He explained that the Trail was actually a series of different maths activities. Some of them would be easier than others and points would be awarded for successfully completing each one. Each small group would move from one activity to another and attempt to complete as many as possible in one hour.

Chris, Sammy and I were in one group. Armed with paper, pencils and clipboards, we set off to Maths Activity 6, which was our designated starting point. In this activity, we were required to work out the distance between the school steps and the flagpole. All we had was a length of rope.

“This will be easy,” said Chris. “Jayne, you’re the tallest. We’ll measure your height with the rope then use this to measure the distance along the ground until we find out how far it is between the steps and the flagpole.”

“I hope you know how tall you are, Jayne!” laughed Sammy.

Read the text and shade a bubble or write an answer to each question.

1 What was the Maths Trail? monitoring

a track the students would measure a walk with their maths teacher maths problems a series of maths activities

2 How much time were the students given? monitoring

fifteen minutes per activity as much as they needed one hour until they finished every activity

3 What were the groups told to do? summarising

finish all the activities try to finish each activity successfully start with activity number 1 complete as many activities as they could

52 Achievement Standards Assessment: Comprehension Year 3 © 2013 Blake Education

NAME DATETesT

25

4 How did a group receive points? summarising

5 Chris, Sammy and Jayne were designated to activity 6. This means: monitoring

the teacher told them where to start

activity 6 was about designing something

no-one else wanted to try it

it was the only one left

6 Why do you think Chris, Sammy and Jayne were sent to do activity 6 first? predicting

7 What was activity 6? monitoring

8 Chris, Sammy and Jayne were armed with paper, pencils and clipboards. This means: monitoring

they were prepared for their activity

they carried weapons

they had everything they needed

their arms were full of equipment

9 Did Chris have a good plan — Yes or No? Give a reason for your answer. predicting

10 Complete this sentence. questioning

Chris’ plan could only work if

53Achievement Standards Assessment: Comprehension Year 3 © 2013 Blake Education

NUMBER OF CORRECT ANSWERS 10

The MoonA Q and A session with Professor Adams

Helen: Professor, we know that the Moon goes around the Earth. How long does it take?Prof. Adams: It takes about 27 days to complete one orbit. A lunar month is a

little shorter than a month on Earth. Shelby: Can you tell us some more? Prof. Adams: Certainly. The Moon travels just over two million kilometres

around the Earth in an anticlockwise direction. Because it spins on its own axis at the same rate as it orbits the Earth, we always see the same side.

Bryan: Wow! Is the Moon very big?Prof. Adams: No, Bryan. It is much smaller than Earth—about the size of Africa.Jill: Why can we see the Moon at night?Prof. Adams: We can only see it because the sun shines on it.Tarak: Why does the Moon keep changing shape?Prof. Adams: It doesn’t really change shape, Tarak. We see the part of the Moon

that is lit by the Sun, so, as it moves through its orbit, we see more of the Moon (full moon) or less of the Moon (new moon). This happens every month.

Lauren: What’s it like on the Moon?Prof. Adams: Try to imagine a place without wind or weather—no clouds, no

dust; an empty, lifeless place. There is no air and very little gravity. A day is a fortnight long and is boiling hot. A night is just as long, but it is freezing cold. There are mountains and plains and valleys. There are lots of craters, caused by meteors hitting the surface.

Ray: Who was the first person to set foot on the Moon?Prof. Adams: A man called Neil Armstrong. He stepped onto the Moon in

July, 1969, from the Apollo II spacecraft. His footprint will remain visible for millions of years.

Morgan: What do you think will happen in the future?Prof. Adams: Well, water was discovered there in 2009 and there may be

valuable minerals and gases too, locked inside the rocks. Man may one day be able to mine the Moon.

Helen: Thank you, Professor Adams, for answering our questions. We’re going to enjoy finding out more about the Moon.

Read the text and shade a bubble or write an answer to each question.

1 How long is a lunar month? making connections

30 days 28 days 27 days 31 days

new moon

new crescent

first quarter

waxing gibbous

full moon

waning gibbous

last quarter

old crescent

50 Achievement Standards Assessment: Comprehension Year 3 © 2013 Blake Education

NAME DATETEST

24

2 To complete one orbit, the Moon travels about: making connections

20 000 kilometres 2 000 kilometres 200 000 kilometres 2 000 000 kilometres

3 The Moon travels anticlockwise around the Earth. This means it travels: visualising

the opposite way to the hands on a clock in the same direction as the Earth in a wide circle on a curved line

4 Why do we always see the same side of the Moon? monitoring

5 The Moon appears to change shape because: questioning

clouds cover parts of it it is at different points in its orbit it is spinning on its axis it gets bigger and smaller as it spins

6 List four facts about the surface of the Moon. making connections

➀

➁

➂

➃

7 What are craters? making connections

hot rocks scorch marks lakes round holes in the ground

8 The craters were caused by meteorites. These are: making connections

great chunks of rock space junk storms in space metal objects

9 Why do you think Neil Armstrong’s footprint will remain visible for millions of years? questioning

10 One day, men may mine the Moon. This means: monitoring

live and work on the Moon look after the Moon’s rocks dig holes to remove precious minerals put up buildings

51Achievement Standards Assessment: Comprehension Year 3 © 2013 Blake Education

NUMBER OF CORRECT ANSWERS 10

Umina Beach Public School

Soar High

Monday Maths Complete the table. Fill in the missing parts in questions 1-5. You can then add in your own examples in the blank rows following the examples.

Add, Multiply and Divide

1 2 + 2 + 2 = ______ 3 x 2 = ______ ____ ÷ 3 = 2

2 2 + 5 = ______ 5 x 2 = ______ ____ ÷ 2 = 5

3 4 + 4 + 4 = ______ 3 x 4 = ______ ____ ÷ 3 = 4

4 2 + 3 = ______ 2 x 3 = ______ ____ ÷ 2 = 3

5 5 + 5 + 5 = ______ 3 x 5 = ______ ____ ÷ 3 = 5

6

7

8

9

Umina Beach Public School

Soar High Wednesday Maths

Factors Fun Resources Needed:

• 3 pencils • The game board (on the next page) • A paper clip • 4-6 counters of one colour and 4-6 counters of another colour

Instructions:

• This is a two-player game. • Choose a multiplication fact 2, 3, 5, 10. Write the multiples in the spinner of the attached page. ie if

you choose 5 then write all the multiples of 5 in a random order around the spinner, one in each section.

• With your pencil and a paperclip make a spinner with the outline on the top right of your sheet. To do that, put the paperclip in the middle of the outline and the point of the pencil between it and the centre of the outline. You should be able to flick the paper clip so it spins around the pencil and lands on a number.

• Player one spins and writes the number they have spun in the spun column. They then will create a number sentence with the number up the top. For example, if I am using the 5s game and I spin and land on the 15, my number sentence will be 15 divided by 5 is 3. I will then cover the 3 on the game board with my counter. It is then player twos turn.

• A player wins if they get four in a row, up, down, diagonal or if they make a square with their counters

Spinner examples: Five times tables: Three times tables:

Umina Beach Public School

Soar High

Game card – Write the multiples of your chosen factor around the spinner to start the game.

Umina Beach Public School

Soar High Friday Maths

What’s my secret Number? Watch the video ‘Mastermind’ and join in the activity or follow the instructions below. Resources Needed:

• Pencil • Paper

Instructions:

• Each player writes down a 3-digit number (with no repeating digits). • Each player draws up their game board (a table with 3 columns: 'guess', 'digits', 'places').

Guess Digits Places

• • Players take turns to guess a 3-digit number. • Their opponent tells them how many digits are correct and how many are in the correct

place. • Players record their guess, the number of digits that are correct and the number of digits

that are in the right place. Players then use this information to refine their guesses

• The first player to correctly guess their opponents' number is the winner! • Players can choose to play using 4-digit numbers, 5-digit numbers, 2-digit numbers. etc. • For those that like a challenge!

o Play 'Mastermind' using 3-digit numbers. o Play 'Mastermind' using 4-digit numbers. o Play 'Mastermind' using 5-digit numbers.

Venn diagram to show similarities and differences between Australia’s and its neighbouring countries 1

New Zealand Australia Think about things like: Do you think New Zealand has lots of mammals? Which animals are common to both countries? 2

Papua New Australia Guinea

3

East Timor Australia

Stereotypes

Stage 2 - Online Learning - Challenging Stereotypes

Meet Sally and Thomas!For the following statements, write down

whether you think the answer is Sally or Thomas.

Statement Sally or Thomas?

Plays with insects

Has a boy as their best friend

Likes to play dress ups

Plays with dolls

Loves football

Likes to climb trees

Plays with their baby sister

Plays in the mud

Has pink as their favourite colour

Is scared of spiders

What is a Stereotype?

Stage 2 - Online Learning - Challenging Stereotypes

What is the definition of a stereotype?

Write down two examples of a stereotype.

We all have these images or ideas that come to mind – it isnot a bad thing, as long as we do not let these stereotypes

affect our behaviour or attitudes towards others.

Lets Draw!

Stage 2 - Online Learning - Challenging Stereotypes

Under each of the headings on your worksheet, draw apicture that represents the person.

A Scientist

A Netball Player A Doctor

A Farmer

A Dancer A Football Player

ART YEAR 3

DRAWING CARTOON BODIES

You will need: • lead pencil • black felt-tip pen • coloured pencils/textas

NightDay

Name: ______________

Write down the characteristics of night and day including things you can see in the sky and the activities you do.

© MrsAmy123

Day and Night Model

Colour in and cut out the sun, world map and black rectangle.Fold the black rectangle in half lengthwise so you can cut along the white dashes without cutting anything else (don’t cut all the way to the ends).Thread the world map through the two slots so that part of the world map is covered by the black rectangle.Glue the end tab of the world map to the other end of the world map to form a circle.Bend a straw a little bit at both ends. Sticky tape one bent end to the black rectangle.Sticky tape the other bent end to the sun.Turn the world map around so part of the world can be in day and the other in night.

© MrsAmy123

GLU

E H

ERE

© MrsAmy123