Year 5/6 - Learning @ Home, Term 2, Week 7

Each of the activities included in this document are designed to last for

approximately 30 minutes.

At 9am each morning, you are required to log in to your class’ Google Meet.

Each day, you must respond to the Daily Post question.

Weekly Focus

Reading Reading Comprehension Strategies

Writing Revising and Editing (Workshop on Thursday)

Spelling/Vocabulary Etymology - Latin

Mathematics Open Ended Problem Solving

Science Coding an Electrical Circuit on Scratch

DAG Making Rocky Road

Google Meet Workshops

Join your teacher for a Writing Workshop on Thursday at 10am, 11am or 12pm. Your teacher will let you know your time slot.

Submit for Feedback

Tuesday 1st June: Submit your Question Quadrant for Reading to Google Classroom

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Year 5/6 - Monday 31st May 2021

Reading Predicting

You will start reading a new book this week (if you didn’t take a book from school, choose a book from your bookshelf that you haven’t read before). But, before you get started, try and predict what will happen in this book. Complete the following questions in detail. (3-4 sentences for each answer)

Title of book:

What clues can you see before reading? What can you find out from the title, key words, blurb and pictures? ________________________________________________________________________________________________________________________________________________________________________________________________________

What do you know about these ideas? Have you seen them before? ________________________________________________________________________________________________________________________________________________________________________________________________________

What do you think the text will be about? Think about the storyline, the author’s intention and the moral of the story. ________________________________________________________________________________________________________________________________________________________________________________________________________

What would you like to find out while reading this text? ________________________________________________________________________________________________________________________________________________________________________________________________________

Reflection: Were your predictions on the right track? If yes, highlight in the table above which predictions you got correct so far. If not, draw up a new table and change your predictions.

Do not begin reading the book we gave you! Complete independent reading (on a different book) for 30 minutes.

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Writing

Wow! Who would have thought COVID had benefits? We get to stay in Bali for a few more days! Use this extra time in Bali to finish writing your Early Harvest masterpiece. Set yourself up for your focused writing time really well, so that your most creative and engaging writing will flow through your mind and body and onto the page.

Warm Up: Do some yoga: https://www.youtube.com/watch?v=LloIRO5R3ys

Then, sit down in a tranquil, comfy place where you can focus without distractions - AND GET WRITING (until your first draft is done!)

Maths Warm up: Figure out the numbers.

a) It is less than 100

It has many factors including 2,4, 5 and 12

The sum of the digits is 6

The difference of the digits is 6.

b) It is less than 100

It is prime

The sum of the digits is 11

You say it when you start at 3 and count by tens.

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Yesterday I had a page of equations that I did at home. Unfortunately I left the book outside when I went

to watch the eclipse of the moon. When I got up this morning the rain had soaked my book and all I had

left were 5 answers. I couldn’t recall the actual equations. Can you work out what they may have been?

You need to come up with 3 possibilities for each answer.

The top number in the equation was in the hundreds and the second number was either in the

hundreds or tens- I didn’t use any single digit numbers.

Oh! I just remembered something else. All of the equations were subtraction problems.

Here is one example:

Hundreds Tens Ones

1 4 5

7 0

7 5

In this example I had 145 and took away 70 to find the answer of 75. But I could have also put 232 - 157 = 75 or even 577 - 502 = 75

Now it is your turn...

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Science How can I code an electrical circuit on Scratch?

We have been learning about electrical circuits in class and have built our own circuits using different electrical parts.

Here are some examples of different circuit drawings you might remember from our science lessons:

You are going to learn some basic coding on Scratch so you can code your own electrical circuit. Here is an example of what you are aiming for: Untitled-15 on Scratch (mit.edu) If you click the green flag at the top of the page and press your ‘space bar’ key to begin the animation, you will notice the flow of electrons through the circuit.

However, your first job is to learn how to use Scratch.

Click the link below and follow along with the tutorial: https://scratch.mit.edu/projects/editor/?tutorial=getStarted

Choose the ‘Tutorials’ button shown below:

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Try these tutorials:

Follow these steps to create your circuit on Scratch:

1) Draw a picture of a simple circuit in your book. 2) Take a photo of it on your iPad 3) Add it as a backdrop on scratch 4) Add a sprite to represent your electrons 5) Animate your sprite and code it to move around your circuit

Remember: Be resilient. Trial and error is a key part of learning how to code. You won’t get it right the first time!

Screen record your final product to show your teacher tomorrow.

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Year 5/6 - Tuesday 1st June 2021

Reading Read the first five pages of your book from school. Do not read any further! Questioning Watch this video as Alanna describes how to complete a question quadrant. While you are reading your book today, write down 3 questions for each section of the Question Quadrant. You can copy the image below in your book to get you started. Upload your completed Question Quadrant to Google Classroom for feedback from your teacher.

Reflection: Have a go at answering all of the questions in your Question Quadrant.

Continue reading your own book (not the one from school) for at least 35 minutes.

Writing

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Warm Up: Get into some meditation: https://www.youtube.com/watch?v=iebciuBXCh4&t=140s Time to type up your manuscript! Type your Early Harvest draft on a Google Doc. Use the guidelines below to make it look as professional as possible.

*** Share your doc with your teacher! ***

Maths Warm up: To get to its den, a dingo has to go through two fences. The first fence has 3 holes and the second fence has 4 holes. How many different paths can it take? Show your answer by using a diagram (HINT: A probability tree might help you out!).

Activity: “AND I’M LEAVING ON A JET PLANE TO BALI”

You are allowed to have a suitcase that weighs 20kg when travelling on an airline in

Australia. What might you put in your suitcase? You need to list all your items and weigh

your final bag weight. Were you over or under? What did you have to take out or add? How

much did the bag weigh before you started?

For this activity you can pack your own bag at home. Have fun!

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Extender. Take a photo of all your gear and post it to Google Classroom.

Science Hot air rises? What a cool thing to do! Let’s make a hot air balloon. Watch this video and see if you can make your own version of a hot air balloon. You can use other materials such as plastic bags or small tissues glued together and compare which is best to achieve flight.

Do not use an open flame (fire) as your heat source

A hair dryer, heat gun or over the ducted heater vents will do the job. Can you get it to touch your ceiling? Can you get it to fly outside? What weather conditions are the best to fly in? Record your flight results and take a picture of your balloon and post into classroom.

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Year 5/6 - Wednesday 2nd June 2021

Reading Read the next five pages of your book from school. Do not read any further!

Clarifying

Watch this video as Mat explains a number of different techniques you can use to clarify unknown

words when reading

List down all of the different clarifying strategies Mat mentioned in the video...

●

●

●

While you are reading your book, write down 4-6 words that you need to clarify (or maybe some

words you read yesterday). Then, using the clarifying strategies from Mat’s video, write down the

meaning of these unknown words.

Reflection: Can you write a sentence including the new words that you have learnt today?

Continue reading your own book (not the one from school) for at least 35 minutes.

Writing

Warm Up: Treat your ears to some gorgeous Indonesian gamelan music:

https://www.youtube.com/watch?v=XdHXWY8WaOc

Writing Self-Reflection

Attached is the 6+1 Traits Writing Rubric. Today you need to take a critical eye to your writing and use

the rubric to assess your own writing. You need to go slow with this. Do not rush!

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Lens 1: Organisation

Is my writing clear and compelling? I have chosen an order that works well and makes the reader

want to find out what comes next.

Lens 2: Voice -

Can the reader hear my (or my character’s) voice? Does it sound like me?

Lens 3: Ideas

Is my idea focused, clear and specific? Have I added details? Lens 4: Word Choice

Are my word choices extremely clear, visual, and accurate? Did I pick the right words for the right places? Lens 5: Conventions

Have I edited my work perfectly and there are no mistakes?

Lens 6: Sentence Fluency

Are my sentences varied and natural? Do the sentences in my writing have rhythm? Are they delightful to read out loud?

Find some examples of where you think you could bump your writing up to the next level in the rubric. For example, if you recognised that your word choice was only a level 1 or 2 - what changes can you make to get yourself to a level 3?

Maths Warm up: This is a cube made of wire. Each edge is 1 metre long.

An ant starts at A and walks along as many edges as possible

without going over the same edge twice. How far can the ant

travel?

Activity 1: A rectangle has an area of 36cm2. What might the perimeter be? Draw your

shapes to show your answers.

Activity 2: The Bulldogs are playing West Coast in the AFL next week. Their game starts at

7:45pm. We know a game takes 2 hours and 15 minutes.

When will the game finish?

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If it takes you 55 minutes to get to the game and 45 minutes to get home, what time would

you leave home and what time would you get home?

This game will be played in Perth. When would the game finish in Melbourne time?

DAG Hour Happy World Rocky Road Day!

Who doesn’t love some home-baked goodies?

Because it is National Rocky Road Day, it’s time to jump into your kitchen, pop your apron on and

get ready to follow along with this video as Erin shows you how to make the easiest and most

delicious Rocky Road for someone special! I know some of you weren’t happy with Erin’s recipe -

so feel free to research or invent your own. Mat is happy to taste test any samples.

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6+1 Writing Rubric

1 Not Yet 2 Starting to 3 Mostly 4 Always - I’ve got this!

Organisation Not shaped yet. The order of my paper is jumbled and confused. There really isn’t a beginning or introduction. It’s not finished, or has no ending. Lack of, or unclear paragraphs.

Some really smooth parts, others need work. The order makes sense most of the time. I have a beginning but it doesn’t really grab you or give clues about what is coming. Some of the details should come earlier or later. I may have lingered too long in some areas and sped through others. I have a conclusion, but it is only okay. An attempt at paragraphing.

Well organised. The order makes sense. I have an interesting hook and a clear conclusion. My writing follows the correct structure of the genre I am writing. I use effective transitions between paragraphs. I utilise the TEAL structure when writing essay paragraphs. Consistently using paragraphs.

Clear and compelling. I have chosen an order that works well and makes the reader want to find out what comes next. My beginning grabs the reader’s attention and gives clues about what is coming Has a snappy hook and satisfying conclusion. Smooth transitions that enhance the flow. Each paragraph is about one idea. All paragraphs work well together as a whole.

Voice The reader can’t hear my voice in my writing. I have done all the telling, but no showing. The writing does not sound like me. My story is all dialogue.

My voice pokes through here and there. I have done more telling than showing. My story is mostly dialogue and some descriptive sentences.

My voice is mostly there, it is still building in strength. What I truly think and feel shows up in most of my writing, but not all. My story is mostly descriptive sentences, plus some dialogue to enhance the story.

The reader can hear my voice, it sounds like me! No one else sounds like this! I write with confidence to affect my audience. I have used dialogue effectively to enhance the story. Each of my characters has their own voice and style.

Ideas Just beginning to figure out my main idea. I haven't given much information for my reader to follow. I don’t have many details, it’s hard to picture anything. I’m still changing topics throughout my story.

Some good ideas, but they haven’t reached their full potential Some ideas are creative but some are too general (seen them before) My reader might struggle to understand the main idea because there are some gaps in my story.

My idea is present throughout the story, but I am missing some supporting details. The reader can follow my story but they might have some questions. I am missing some extra details that would support my main idea.

Idea is focused, clear and specific. Details create a clear picture in the readers’ minds. My story flows and doesn’t just jump from topic to topic.

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Word Choice Confusing. The reader is often asking “What did they mean by this?” A lot of words and phrases are plain. Words need to be stronger, more descriptive and more accurate. My words don’t make pictures in the reader’s mind yet Many repeated words Many misused words.

Correct but not striking. The words get the message across, but don’t capture the reader’s attention. I used everyday words pretty well but I did not stretch for a new and better way to say things. My words aren’t really specific. I need to include better, juicy details. I used boring phrases with little description. Most words I choose are correct but not striking. Words are not specific/ precise or creative. Some of my words are misused.

Nice word choice! Can you do it a little more consistently? My reader will understand what I’ve written, and I have included some interesting words. Use of striking words and phrases is there, but not that consistent - some paragraphs don’t have Uses Author’s Devices effectively. Used some strong words, a sense of trying out new words. Words help create a clear image in the readers’ minds.

Extremely clear, visual, and accurate. I picked the right words for the right places. My words are colourful and interesting. No overdone or vague language. All the words in my writing fit. Each one seems just right. Some of the words and phrases are so vivid the reader won’t easily forget them. Finding the best words, rather than using the first word that comes to mind

Conventions Editing is not under control yet. It takes a couple of readings to understand. Spelling errors are common, even simple words. Capital letters are scattered all over or not at all. Punctuation is very limited and makes reading difficult. My text often changes from past to present tense.

Some mistakes need cleaning up. Spelling is correct on simple words, it may not be right on harder words. Some sentences and proper nouns begin with capitals, but a few have been overlooked. Problems in punctuation make the reader stumble. I started writing in past tense but have now changed to present tense.

Mostly correct. There are very few errors in my paper. I have spelt most words correctly. Most sentences and proper nouns begin with capitals. I have used a range of punctuation throughout my writing, including commas, exclamation marks, quotation marks and question marks. The tense is mostly consistent.

I have edited my work perfectly and there are no mistakes. My spelling is accurate. I have used capitals correctly. Periods, commas, exclamation marks, and quotation marks are in the right places. The tense is consistent.

Sentence Fluency

Sentence fluency needs work because the writing doesn’t flow. I have to re-read my work to make sense of the sentences. Sentence patterns are repetitive. There is no variety in sentence lengths. Sentences haven’t been revised and contain unnecessary information.

Some sentences are choppy and awkward, but most are clear. Sentences are usually constructed correctly and some parts are easy to read aloud. Attempting some variety in sentence structures. Some of my sentences are smooth and natural, but others don’t flow. My writing has some interesting sentences.

Most sentences sound natural and have varied lengths. Sentences are clear and the writer includes a mix of short, medium and longer sentences. Includes a range of sentence structures, including complex, compound and simple sentences. Sentences are easy to read aloud. Evidence of revision of sentences.

Varied and natural. The sentences in my writing have rhythm and are delightful to read out loud. Sentences are clear and the rhythm enhances the mood and meaning. The variety of sentence length, structure and rhythm makes it interesting and exciting to read. Sentences beginnings vary. Sentences are revised to remove unnecessary information

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Year 5/6 - Thursday 3rd June 2021

Reading Read until you have finished your book from school.

Inferring

Good readers make inferences to help them better understand the text. Inference is an important skill

for comprehension and critical thinking.

What is an inference? An idea or conclusion that you make by combining what the text says with

what you already know. For example, if the text says, ‘Sam approached the large dog. His body began

to shake. His heart pumped faster and faster’, you can use your background knowledge and clues

within the text to come to the conclusion that Sam is feeling anxious about meeting the dog, even

though it doesn’t directly say that.

Let’s practice with this piece of text:

It was late at night. Anna was watching some TV, just relaxing, when she got a notification on her

phone. It was an alert from the museum she worked at. As her sense of duty made her jump out of

bed, she somehow felt reluctant. Her brain was telling her to relax, but she couldn’t, it was her job.

Complete the worksheet below. Under the book, write down what the text says. Under the lightbulb,

write down what you already know. Under the question mark, write down your inference.

It was late at night. Anna was relaxing. An alert came from the museum.

Museums are not usually open at night. Anna wasn’t at work. Alert notifications usually mean bad news!

Anna works at the museum. Her job might have something to do with security. Maybe there has been a break in or some other breach of security. She feels worried.

Now, complete the worksheet again, using some of the text for your book from school.

Continue reading your own book for 30 minutes.

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Writing

Lift a line - Writing Workshop

Bring along your Early Harvest story to the Writing Workshop with your teacher today. Your story

should be typed on Google Docs and you will be asked in your workshop to add your teacher to your

Google Doc, so we can read your story!

Warm Up: Make yourself your favourite hot beverage and join your Google Meet for the Tea

Ceremony!

The idea of today’s session is for you to copy, or lift, a line from your story. Perhaps it is a line you

think is particularly well-written or thought-provoking. Copy and paste your chosen line at the top of

a new page and get ready to write! The lifted line becomes a fresh starting place or inspiration for

new thinking.

The strategy of lifting a line prompts us to think more deeply about a particular line and explore how

you can build upon your writing.

Maths Warm Up: A class of thirty (30) students has eight more boys than girls. How many boys are there?

Show your working out and answers however you like?

Activity 1: Lucky you, you have just won $14,000 for doing all your homework and school work in a

state run lottery!

Before you collect your prize, you have to submit a list of what you are going to spend the money on. -

- You need to have proof of correct pricing and a picture of each item.

- List your items, place of purchase and keep a running total.

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Spelling Latin Etymology Do you love Harry Potter? I thought so. Well, did you know that those fancy-wizardry words that we see and hear, actually come from the Latin language?! The website link below has a list of 16 Latin words that are used in Harry Potter. Read through the words and their meanings. https://mashable.com/2016/06/02/harry-potter-spells-latin/ Choose 5 of your favourite words from the Harry Potter website and write these down in your book, along with their Latin etymology and meaning. Hit up Google for some more information about the etymology of your chosen words. Do these words have any relation to our words in English? Give as many examples as possible. Set your book out like this…

Harry Potter Word Latin Etymology Connections to English

Lumos Taken from the latin word, ‘lumen’ meaning light.

Other words from the same word family, luminescence, luminous, luminate, all mean shine bright.