Year 3/4 - Week 6 - Learning at Home

Tasks to hand in this week

Maths (Day 1) Fractions - Task 1 only

BQT (Day 4) Sustainability Hero

Weekly Focus

Reading 6 + 1 Traits - Word Choice

Writing Narratives

Spelling Adding the suffixes +less, +ness

Maths Fractions

BQT Conservation and Sustainability

Health Whole school photos

Specialist Google Classroom Codes

3/4A 3/4C 3/4E 3/4J 3/4T 3/4W

P.E 4trtu4u caxgaba eiklxob jaqsz7o noyusub pfhoaeb

Drama yk7iq5r kpqcfok 4spqx2z ygybyr6 yruvsd6 djlzavx

Music ogu4odc 3u73doo crd6bud jm7nce7 6gzkvok jgzc36g

Art uoydc6p

Indonesian pgjswex

This icon means you will need to go to Google Classroom to access the related videos or

resources.

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Day 1

Student Survey Grade 4 students only

Grade 4 students only

This week, all Grade 4 students need to complete the annual attitudes to school survey.

The survey will be completed online and asks you your feelings about school. The survey can help our school become better. This is not a test and there are no right or wrong answers. If you don't know what a question means, please ask your teacher or parent to help you.

This survey will take around 30-40 minutes to complete.

Go to this link: https://orima.com.au/atoss

You have been sent your student login details via Google Classroom.

Reading

Learning Intention: How does word choice have an effect on a text?

Good authors spend a lot of time thinking about ‘word choice’ - they choose precise vocabulary that will have the most impact (effect) on the reader. Some of the ways that strong word choices can make a difference to a text include:

- choosing a word that will help the reader to be able to visualise the thing that is being described

- choosing a word with a specific meaning that may help the reader make inferences or predictions

- choosing unusual words or literary language (language seen more often in text than in spoken, everyday language) that stand out and engage the reader

- choosing everyday words, but using them in unusual ways to get the reader’s attention

- choosing words on a scale of meaning (e.g. ‘amble’ or ‘stride’ instead of ‘walk’)

We will be looking at examples of these in one text this week, ‘Starry, Starry Night’ by Sarah Kate Mitchell, which will be shared with you in a video each day.

Watch the video ‘Day 1 Reading Starry Night’ in the Week 6 videos/resources folder. The story will be read across 5 videos, one for each day of the week.

Activity 1: Start making a list in your workbook called ‘Strong Words’. Add the words that are pointed out from the book in today’s video, or any other interesting words in today’s extract that stand out to you. Remember you can pause the video at any stage, if you want to focus on a word. You will add to this list over the course of the week.

Activity 2: Create 3 sentences using the word ‘flooded’ (or ‘flooding’), trying to use the word in an unusual manner, similar to the text, that helps you describe a scene. For example, the stars were ‘flooding’ the sky. e.g. ‘The tree was flooded with fresh spring leaves’ instead of

‘The bathroom was flooded when Phil forgot to turn off the tap’

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Spelling

Learning Intention: How do the suffixes +less and +ness change a word's meaning? We can add affixes (prefixes and suffixes) to base words to create new words. A prefix gets added to the beginning of a word. A suffix gets added to the end of a word. E.g. re + play = replay go + ing = going un + like + able = unlikable Each time we add an affix, it changes the word’s meaning. Today, we will look at two types of common suffixes - +less and +ness. They make their own syllable when they get added to a word, so it’s really easy to hear them when you say the word, and therefore, they’re easy to spell. Watch these two videos about the meaning of the different suffixes. Make a note of the spelling rule for adding +less and +ness to base words ending in ‘y’.

(there’s no sound on these, but the images are cool! Read it aloud to create your own narrated video) +less - https://www.youtube.com/watch?v=a5tf9OuEwU8 +ness - https://www.youtube.com/watch?v=_EfeknsxIn0 TASK 1: (in your workbooks)

1) Add +less to the end of these words and write a sentence to show its new meaning. a) heart c) harm b) spot d) wire

2) Add +ness to the end of these words and write a sentence to show its new meaning.

Be careful when adding +less after ‘y’! a) kind c) crazy b) sick d) nasty

Sometimes, +less and +ness combine for a super suffix word e.g. carelessness - WOW! TASK 2: Choose one of the spelling lists below - make sure it’s the one you think best suits you. Use the ‘Spelling Activities Menu’ (in ‘Term 3 Week 6: Video/Resources’ folder) and pick one way to practise your spelling words this week. HINT - read them through and break them up into syllables first! e.g. use/less, sil/li/ness, un/worth/i/ness

Green Orange Red

useless senseless thoughtfulness

helpless awareness carelessness

joyless silliness friendliness

greatness heaviness seriousness

foolishness thoughtless unworthiness

happiness homelessness weightlessness

Optional online activities for this week's spelling focus: - Practice your knowledge of other common affixes (prefixes and suffixes) with this game: https://www.funenglishgames.com/grammargames/prefixsuffix.html

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- Check your spelling of +ness words in this interactive game (it also uses the suffix +ful = full of): https://www.spellzone.com/word_lists/games-70218.htm

Maths Fractions

Learning Intention: How can I show fractions? Warm up: Half of the people in a family are male. What might a drawing of the family look like? Watch ‘What are Fractions?’ in ‘Term 3 Week 6: Video Resources’ folder.

Fractions

Task 1: *Task 1 to be handed in a. Show the following fractions

b. Write the fractions shown

c. Draw these fractions

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912 5

443 7

12 d. Read the statements below and represent them using fractions. 1. I bought a pizza that had 8 equal slices. There were 4 slices left over after dinner. 2. There are 7 days in a week and I attend school for 5 of those days. 3. There are 24 hours in a day and I sleep for 8 of those hours. e. Now come up with 2 of your own statements and draw the fraction.

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Task 2: Fractions Poster This is a collaborative task and does not need to be finished today. You can work on this throughout the week with your partner.

YOU WILL NEED TO DOWNLOAD GOOGLE SLIDES IF YOU ARE USING AN IPAD Watch ‘Fractions Poster Instructions’ in ‘Term 3 Week 6: Video Resources’ folder. Instructions 1. In GC, go to ‘Classwork’ and find ‘Maths Fractions Poster’ in ‘Term 3: Work to hand in’. 2. Click on the assignment and find the Google Slides document with yours and your partners name. Example: ‘Carol and James’ 3. With your partner, create a poster (1 slide) about everything you know about fractions and where they can be found in the real world. You can work on your poster at any time, so both of you don’t need to be online at the same time. However, if you want to organise a time to do it together then it’s up to you to plan this. Use the ‘notes’ or ‘add comment’ option in Slides to communicate with your partner if you need to.

BQT

Learning Intention: How can I learn more about sustainability and conservation vocabulary? This week in BQT you are looking at conservation and sustainability! All of these videos below showcase humans using the power of video to create a call for change, to build a world where people are more sustainable and do more to conserve our environment, Earth! Watch these five short videos before you begin:

1. https://www.youtube.com/watch?v=mkjwxmcdb0E- Reese Witherspoon- Home 2. https://www.youtube.com/watch?v=ymarrXoi0ZM- Earth is our home, let's protect

it! 3. https://www.youtube.com/watch?v=fKWQuU0sHPw -Sustainability as a children’s

fairytale 4. https://www.youtube.com/watch?v=lECg3mqchzY- 99cents 5. https://www.youtube.com/watch?v=JyL58vlbvgw- Seven Billion People. One Planet.

Consume with care. Task: Vocabulary Web! Today your job is to connect all of these sustainability and conservation words! Watch the video ‘Vocabulary web’ in the Week 6 resources folder. This video will explain what you need to do to create your vocabulary web! (find the vocabulary table below in Day 1 resources) Helpful link to find out more about these words and their meaning: Sustainable Development- https://www.youtube.com/watch?v=7V8oFI4GYMY Saving Earth's Resources- Conservation- https://www.youtube.com/watch?v=IcyM43z0UE8

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Drama Here is your Drama Lesson for the week. This is a virtual classroom link.

https://docs.google.com/presentation/d/1e6N9KcQluVrK6eOpT17MNs_2BZGFZ1AXX4T8xz7OQ7c/edit?usp=sharing

It is designed to be completed independently by the students. Once you open the link you will need to press ‘present’. If you see a play icon on the page this is me (Michelle) speaking and giving you instructions. Enjoy the Animation. Thanks for all of your hard work in Drama. Michelle

This link will also be sent to you on google classroom. If work needs to be submitted, you will do it on Google Classroom.

Day 1 : Resources

BQT

agriculture biodegradable deforestation environmental footprint

sustainability air earth re-use

conservation renewable recycle reduce

fossil fuels energy-efficient water waste

environment habitat natural resources pollution

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Day 2

Reading

Learning Intention: How does word choice have an effect on a text?

Watch the video ‘Day 2 Reading Starry Night’ in the Week 6 videos/resources folder to continue the story ‘Starry, Starry Night’ and to focus on the author’s word choices.

Activity 1: Add the words that are pointed out from the book in today’s video to your ‘Strong Word’ list. You can include any other interesting words in today’s extract that stand out to you. Remember you can pause the video at any stage, if you want to focus on a word.

Activity 2: In today’s video, we studied some more ‘literary language’ in the text (strong words that were chosen that we don’t tend to use in everyday speech) such as ‘silhouette’. Choose one of these words from your ‘Strong Word’ list (make sure that you understand its meaning). It is your secret mission to include this word in the next conversation you have with someone in your family, in a sentence that makes sense. Don’t tell them about your mission until it has been completed!

Optional Activity: Read a ‘just right’ book for 20 minutes, noticing strong word choices.

Writing

Learning Intention: What is the structure of a narrative?

Watch the video ‘Day 2 Narrative Structure’ in the Week 6 videos/resources folder

Last week you completed several writer’s notebook activities planting ideas and seeds in your mind. This week you will be writing a narrative using some or all of these ideas.

You may complete this task with a partner if you like. You will work on the same document adding to your story. Let your teacher know and they will set up a Google Docs file for you.

Task 1: Plan your narrative (at least 10 minutes)

Draw the narrative mountain structure across a whole page of your book or use the template below. Remember to be as detailed as you can when planning to help prevent writer’s block

and ensure your ideas flow when drafting.

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Task 2: When you have finished planning, begin to write your introduction. James included 3 sample introductions in today’s narrative structure video.

A strong introduction: - draws the reader into the story quickly - begins to build up the main character - tells you a little of what type of story it’s going to be e.g. scary stories have creepy openings that build tension. Here are some examples of how to hook your reader in:

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Maths

Learning Intention: How can I find and show fractions? Warm up: How many ways can you cut a square into quarters? Draw them.

Name Fractions

Watch ‘Name Fractions’ in the Week 6 videos/resources folder for instructions Task 1: Choose 6 people (it can be anyone you know: family, teachers, classmates etc.) and write down their first and last name. (You can find a list of your classmates on Google Classroom under ‘People’). Count the number of vowels in each person’s full name. Then write it as a fraction and draw a diagram to show the fraction. *Remember, vowels are: A, E, I, O, U

Example:

Ann-Maree Dawson

there are 6 vowels in this name and 13 letters in total, so the fraction is:

613

Trami Hoang 4

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Carol Martins 4

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Now answer these questions: Find the total number of vowels in everyone’s name and write it as a fraction. Find the total number of consonants (not vowels) in everyone’s name and write it as a fraction. Which letter occurs most often? Write it as a fraction. Which letter occurs least often? Write it as a fraction. Task 2: Spend some time working on your Fractions Poster from Day 1. Extension Task: *Warning* This is tricky! Convert your fractions in Task 1 to their lowest term. Watch ‘Fractions: Lowest term’ in the Week 6 videos/resources folder.

Extension Example: Using the names above, the lowest terms for each fraction would be:

613

= 410 5

2

= 412 3

1

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BQT Learning Intention: What is conservation? Task 1: Put on your researching hat! Find out the definition of conservation and find 5 different areas/habitats/places that people are currently trying to conserve and why. Present your findings in a creative way e.g. poster, using lots of colours and adding in pictures! Note: Make sure you do lots of research as you will need this information for Day 5’s BQT lesson! Hint: An example of habitats that we try to conserve are forests. Here is Shailene Woodley, a famous actor, playing the part of the forest. Her words and accompanying video, try to make people think about why our forests are so important, what we are doing to them, and what would happen if we lost them for good by constantly cutting trees down (deforestation). Watch: https://www.youtube.com/watch?v=LyzOq40rpwQ- Shailene Woodley- Forest Helpful links; The Centre of Biological Diversity: Conservation for kids- https://www.biologicaldiversity.org/youth/conservation_for_kids.html Tips for conservation- https://www.natgeokids.com/au/discover/science/nature/conservation-tips/

Music You will find different activities to select from. Choose as many activities you wish to

complete!

You will have all of the activities in your virtual music room on the Music Google Classroom

or here;

https://drive.google.com/file/d/1N0VhvILHmxmTjQPeGdP4LR8DsgF3ZR-S/view?usp=shari

ng

MUSIC AND ART; KANDINSKY; Music and art are similar in many ways. We can create music

inspired by art and art inspired by music. You will find a link in the virtual music room that

will take you to a Music Lab where you can experiment by creating an art piece (inspired by

the artist Kandinsky) and hear what that artwork would sound like if it was a piece of music.

Experiments with different shapes; triangles, lines and circles, as well as changing colours.

Have fun painting and composing and answer the questions found in the virtual music room.

MUSIC AND ART; SEEING MUSIC; There is one more activity for you in order for you to

create your own musical artwork. You will find a link in the virtual classroom that will help

you to ‘see your music’. You can experiment with your voice or with a piano setting.

ANALYSIS AND LISTENING; Listen to some of the piece found on the stereo in the virtual

music room. It is Symphony no. 5, movement 1 by Beethoven. Instead of questions this

week, I would like you to create your own artwork to match this music. Find all of the

information in the virtual music room for this task.

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Day 3

Reading

Learning Intention: How does word choice have an effect on a text?

Watch the video ‘Day 3 Reading Starry Night’ in the Week 6 videos/resources folder to continue the story ‘Starry, Starry Night’ and to focus on the author’s word choices.

Activity 1: Add the words that are pointed out from the book in today’s video to your ‘Strong Word’ list. You can include any other interesting words in today’s extract that stand out to you. Remember you can pause the video at any stage, if you want to focus on a word.

Activity 2: Using some of the strong vocabulary we have looked at in ‘Starry ,Starry Night’ rewrite the following sentence. Notice how your new sentence has an added element of meaning - can we infer how Fred might be feeling, based on the words you chose?

‘Fred curled up in a corner of the big, empty room, waiting for the explosion’

Optional Activity: Read a ‘just right’ book for 20 minutes, noticing strong word choices.

Writing

Learning Intention: How can I include exciting and engaging rising action in my story? Task: Write the rising action of your narrative leading up to the climax.

Watch the video ‘Day 3 Rising Action’ in the Week 6 videos/resources folder

Rising Action is a little different to other parts of a story. It is made up of a series of events, not just one. These events present challenges (complications) for the characters. The challenges build in tension until we reach the climax. It’s the tension that makes a story engaging for your reader. If done thoroughly, this should take two sessions. When writing, try to include sentences that show, not tell to create imagery in the reader’s mind. Here are some examples:

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Maths

Learning Intention: How can I count forwards and backwards with fractions? Warm up: Draw a shape. If the shape is cut into two halves, what might the halves look like? Watch ‘Counting by Fractions’ in ‘Term 3 Week 6: Video Resources’ folder. Task 1: Find the next 5 fractions in the sequence Count forwards:

a. by , , ___, ___, ___, ___, ___110

110

210

b. by , , ___, ___, ___, ___, ___51

51

52

c. by , , ___, ___, ___, ___, ___112

112

212

d. by , , ___, ___, ___, ___, ___31

31

32

Count backwards:

d. by , , ___, ___, ___, ___, ___112 12

111210

e. by , , ___, ___, ___, ___, ___110

910

810

f. by , , ___, ___, ___, ___, ___2

12

1029

d. by , , ___, ___, ___, ___, ___31

37

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Task 2: Spend some time working on your Fractions Poster from Day 1. Extension Task: *Warning* This is tricky! Convert all your improper fractions from Task 1 into mixed fractions. Watch ‘Converting Improper Fractions to Mixed Fractions’ in the Week 6 videos/resources folder.

BQT Learning Intention: What is sustainability? Task 1: Put on your researching hat! Find out the definition of sustainability and what it means to be sustainable. You should research information that links to sustainable natural resources and how you personally can be sustainable e.g. could you start a compost bin for your food scraps? Could you use scrap paper when you create your art pieces at home opposed to using new paper? Etc. Create a list of all the things you and your family could do to be more sustainable. You must have at least 10 things! Note: You will be using this list to assist you in tomorrow’s lesson! Optional: Your Ecological Footprint Find out how many Earths it would take to sustain your lifestyle for everyone on the planet! https://www.wwf.org.au/get-involved/change-the-way-you-live/ecological-footprint-calcula

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P.E. Make your way into your PE Google Classroom and watch the instructional video for week six.

Opening/Warm-up – Complete the eight-minute ball workout found in the link. https://www.youtube.com/watch?v=E1vgPi8tYhM

Agility, Balance and Co-ordination – Complete the different activities you see in the next video. They are designed to improve your agility, balance and co-ordination. It’s ok if you don’t have all of the equipment you see in the video. Improvise and use something else. https://www.youtube.com/watch?v=D6riLtetu-I

Like last week, we will finish with a fitness circuit. The exercises are different to last week’s circuit. Watch the final link and complete the six exercises displayed for as long as you can. How many times can you do each one? https://www.youtube.com/watch?v=TP4UfL_Kuh

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Day 4

Reading

Learning Intention: How does word choice have an effect on a text?

Watch the video ‘Day 4 Reading Starry Night’ in the Week 6 videos/resources folder to continue the story ‘Starry, Starry Night’ and to focus on the author’s word choices.

Activity 1: Add the words that are pointed out from the book in today’s video to your ‘Strong Word’ list. You can include any other interesting words in today’s extract that stand out to you. Remember you can pause the video at any stage, if you want to focus on a word.

Activity 2: Read a ‘just right’ book of your choice for at last 20 minutes. Look out for strong words the author has included. Fill in the table below, including at least 3 strong words. If you are unsure of the meaning, you need to look it up, or ask a family member. You also need to work out what part of speech the word is - verb, noun, adverb, adjective etc.

Word Meaning Part of Speech

Writing

Learning Intention: How can I include exciting and engaging rising action in my story? Task: Continue to write the rising action of your narrative leading up to the climax. Here are some further examples of ‘showing, not telling’ for different feelings: Instead of writing - ‘John was afraid’ you could write - ‘John’s hands were shaking, his breathing became heavier and faster’.

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Maths

Learning Intention: How can I order fractions? Warm up: Fractions Colour Game. Aim of the game: First person to get 5 in a row wins (read the instructions in the Maths fractions warm up resource below) Watch ‘Ordering Fractions’ in ‘Term 3 Week 6: Video Resources’ folder.

Types of Fractions

Task 1: Order the fractions below from smallest to largest. Proper Fractions

a. , , , , , 1010 7

102

105

103

108

10

b. , , , , , 16

10092

10050

100 26100

33100

69100

c. , , , , , 5040

5021 50

46 950 50

385029

Improper Fractions

d. , , , , , 1011 7

102

10 1015

1018

1010

e. , , , , , 15

23 315 15

19 915 15

151520

f. , , , , , 1215

1212 4

12 912 12

221219

Mixed Fractions

g. 1 , 2 , 1 , 1 , , 21211 7

12 1212 3

12 2 612

512

h. 1 , 2 , 1 , 2 , , 2 , 31

107

102

103

108

10 1010 1

10

i. 12 , 12 , 12 , , 11 , 3 1010 7

105

10 1 1 610

310

810

Task 2: Spend some time working on your Fractions Poster from Day 1.

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Extension Task: Order the fractions from smallest to largest. Then convert the mixed numerals into improper fractions. *Warning* This is tricky! Watch ‘Convert a mixed numeral to an improper fraction’ in the Week 6 videos/resources folder.

j. 3 , 1, , , , , , , 3 , 3110

410 10

30 210 2

11040 3

10 21

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BQT *Task to be handed in

Learning Intention: How can I share my knowledge of sustainability and conservation with others?

Task: Create your own conservation and sustainability hero!

In Day 2s BQT lesson you looked at real life conservation heroes.. but today, you are turning into one! You are turning into ‘Captain Planet’! Watch- https://www.youtube.com/watch?v=OiYjTb3opAA On a blank sheet of paper draw yourself as a superhero, use the image above as inspiration if need be. You then need to write down what you would do as a conservation/sustainability hero. You have done lots of research over the last couple of days on conservation and sustainability so you should have an idea of the types of things good conservation/sustainability heroes would do. Such as:

● I would plant more trees because they absorb CO2 and blow out oxygen, which helps us breath clean air.

● I will sail around the world and promote the use of natural elements like wind/solar panels to be used as an energy source for electricity, opposed to mining for coal.

I’m sure you have loads of great ideas for what your conservation/sustainability hero will be doing, but it is really important to tell your readers why you would be doing these things, why/how does doing those things assist in making our world a better place!

LOTE Hai anak-anak. Apa kabar? (How are you?).

This week we will look at Indonesian money (rupiah). Click on the link for this week’s lesson.

You can also find this lesson in Google classrooms. Pak Ben

Grade 3/4 week 6

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Resources Day 4

Maths Fractions Warm up

Instructions: Use a paperclip and pencil to spin the spinner. (If you don’t have any paper clips, just close your

eyes and point!) Colour in the fraction it lands on. If you’re playing with another person, the first to get 5 in a

row wins!

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Day 5

Maths Fractions Revision

Learning Intention: What do I know about fractions? Task: Today you will play an online quiz to see what you have learnt this week about fractions. You will need an iPad/laptop/computer for this lesson. Watch ‘Kahoot Instructions’ in the Week 6 videos/resources folder on how to play if you’re not sure about what to do. Task: Go to Kahoot.it and enter the Game Pin for your class or you can use the link. Please write your first name and the letter of your last name so we know who is completing the quiz (Example: Taylor S). Also, no one will be able to see which questions you get right or wrong. The quiz is not timed, so you can take your time working out the answers. Only the top 3 scorers will be displayed at the end (4pm).

The quiz will end today at 4pm sharp! You will not be able to play after this time.

3/4A, 3/4C, 3/4E

GAME PIN: 02311986 Link: https://kahoot.it/challenge/02311986?challenge-id=d02887e5-7d4b-4460-a9bd-82ef7310e07e_1597106136952

3/4J, 3/4T, 3/4W

GAME PIN:09267029 Link: https://kahoot.it/challenge/09267029?challenge-id=d02887e5-7d4b-4460-a9bd-82ef7310e07e_1597040956315

Reflection: In your book, write down one thing about fractions you have learnt this week and one thing you still need to work on.

Reading/ Vocab

Learning Intention: How can I notice, understand and remember strong words in a text?

Watch the video ‘Day 5 Reading Starry Night’ in the Week 6 videos/resources folder to continue the story ‘Starry, Starry Night’ and to focus on the author’s word choices

Activity 1: Continue adding to your ‘Strong Words’ list. Add the words that are pointed out from the book, or any other words in the text that stand out to you. Remember you can pause the video at any stage, if you want to add a word.

Activity 2: ‘Starry, Starry Night Vocab Quiz’. Complete this vocab KAHOOT quiz:

3/4C, 3/4T 3/4J please use this link to complete the quiz:

https://kahoot.it/challenge/08745268?challenge-id=32c10d0f-7c67-4e7f-b189-ce50c0d281a5_

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1597626200696

3/4D, 3/4E, 3/4W please use this link to complete the quiz:

https://kahoot.it/challenge/0954550?challenge-id=32c10d0f-7c67-4e7f-b189-ce50c0d281a5_1597626504150

Writing

Learning Intention: How can I include falling action in my narrative leading into an engaging conclusion? Task: Falling action occurs right after the climax, when the main problem of the story resolves. Today you will be concluding your narrative. Satisfying story closers should…

● Make the reader feel satisfied ● Connect the beginning, middle and end ● Form the final impression of what the reader has just read.

Here are some ways that you could finish your narrative:

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Health

Art During ‘Learning at Home’ for Art in Term 3, all students will be sent a link to the same google slides document. Please take the following steps to access the learning: 1 - Click on this link: Art Week 6 Cindy Sherman 2 - Click on ‘Present’ at the top right hand corner of the screen, next to the orange ‘share’ button 3 - The power point will then present as a full screen ready for students to watch Links are also on Google Classroom (code: uoydc6p). Upload work to the new folder ‘Week 6 Art’. There is also a message on the stream about folders for previous weeks - if you have any questions, message me on Google Classroom. Previous weeks – Art Week 5 Art Week 4 Art Week 3

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