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QUEANBEYAN WEST PUBLIC SCHOOL ‘Nothing but the best’ - Be Safe. Be Respectful, Be Responsible
Term 4 - Week 6
Activities to keep you engaged in your learning – Year 5 & 6
Things you need
Activity You will need
Most activities Pencils
Workbook
Mathematics 26 items (e.g. pegs, pencils, pasta)
6 blocks
GetActive@Home Soccer ball, netball or similar sized ball
3 small items (socks or soft toys)
S3 Week B
During the day make sure you take time to
- do a care and connect - take a brain break - do some physical activity
Care and connect – Belonging
Time to care and connect. Where we care for ourselves, care for our family and care for our friends. Draw a picture of your special family and friends. If you have pets, you can draw them too. Put your picture on your desk or where you are doing your learning to remind you of who you care about, who cares for you and where you belong.
Brain break – Hello
It’s time for a brain break to recharge for some learning! At the moment, it’s the Paralympics. So many countries from around the world take part, so many different languages spoken by the athletes. How many ways can you say Hello? For example: Hello, Hi, G’day. Do you know how to say hello in other languages? Did you know Hola is Spanish for Hello? Have a chat to your family members and see how many ways your family can say hello!
Physical activity Check out the GetActive@Home activity in the pack.
English – Activity 1 – Connotation, Imagery and Symbol Let’s explore adjectives and rhyming words. Look at the picture below. Your task is to describe the scene to a member of your family or household.
To do this you will need to use descriptive language. You want the person
listening to your description to almost feel like they’re in the scene. Use your
senses to give those descriptions.
- What can you see? (e.g. leaves, trees, ground)
- What can you hear? (e.g. birds, breeze)
- What can you smell? (e.g. flowers)
- What can you feel? (e.g. breeze, leaves) imagine picking
something up.
Remember to use your describing words as adjectives (e.g. crunchy, orange, dry
and beautiful). For example; the wavy golden leaves gently floated down from
high above. Can you compare the leaves to something else? For example; the
leaves are as crunchy as my fresh apple or the soft breeze tickled like a feather.
Describe this image to someone in your family. Remember to use lots of
descriptive language in your sentences using your senses and maybe some
comparisons.
S3 Week B
English – Activity option 2 – Poetry and symbolism What are symbols? A symbol is an object that stands for something else. It could be an action, person, place, colour or object. All of these can have symbolic meaning.
Write down what you think these symbols represent?
You guessed it, love, recycling and that someone likes this. Symbolism is when an object or word represents, or symbolises, an abstract idea different from the literal meaning.
So why do authors use symbolism? Authors use symbolism as a story element to provide a deeper understanding of the text.
Symbolism can:
• Convey deeper messages • Connect the story and theme • Show instead of telling, make the story more interesting.
How do you uncover symbolism?
Look for an object or objects that keep popping up throughout the story. Think about how a character is reacting to an object.
When you read, consider symbols that might pop up in the text. Think about how the author might be using symbols to convey a message.
1. Do some twists with your hands touching opposite toes 2. Run on the spot for 10 seconds 3. Take some steps to the side and back 4. Double hop 5. Twist your body We are going to do some movements based off some famous sports stars
‘Ian Thorpe’
Jump and spin, with your hands pointed above your head, landing back in the same spot. Then run on the spot for three steps (cha, Cha, Cha)
‘Le Bron James’ Dribble jumps to the side, 3 times and back the other way. Use your hand to make it look like you are bouncing a ball the way you are going.
‘Ash Barty’ Holding a ‘raquet’ you are going to do a forhand and then a back hand. While twisting your body and raising your leg.
‘Cameron Smith’
Lunge and step behind while passing the pass to the player to your side, go one way then the next.
Now can you put them all together.
• Try this: 4 Ian Thorpes, then 4 Ash Barty, 4 Le Bron James and finish with 4 Cameron Smiths.
• After try to add someone from a different sport like soccer or aussie rules.
Creative Arts – Activity 1 – Continuous Self-portrait You will need:
a black or lead pencil
a piece of paper or your workbook a mirror or a photo of yourself.
Today we are going to do a continuous line self-drawing. Make sure you have a mirror or photo of yourself.
Figure Lady draws a self portrait
A continuous line self-portrait is where you try to draw yourself lifting your pencil from the page. Once you start your first line, keep going, moving and curving to complete your picture without stopping of lifting you pencil from the page.
Tips:
• choosing your start is important, try starting at the nose or an eye.
• Focus on where things are located, which will help you do it in one stroke!
• Are there lines you can go back over to get to another part of your drawing?
Self-portrait picture
For those who like a challenge!
• Create a continuous line drawing of family members or friends.
• Have a look at the portraits in this year's Archibald's Prize. Find a favourite and write down what you like
Your task is to use descriptive language to describe an object. Focusing on adjectives (describing words) and verbs (action words). The object we’ll be describing is something from your kitchen. Choose anything you like from your kitchen (e.g. frying pan, whisk, microwave or coffee machine).
Adjectives are:
Describing words
Describe the noun
Make texts interesting
Add excitement
Create a picture in the reader’s mind
Let’s look at the sentences below. The nouns are underlined. Circle the adjectives that describe the nouns in each sentence.
I love that tiny pillow.
The green frog hopped in the pond.
The little boy was crying.
I went to an exciting game on Friday.
I like to read funny books.
This Photo by Unknown Author is licensed under CC BY-SA
Design Challenge – The incredible Freedom Machines
Read the book ‘The incredible freedom machine’ by Kirli Saunders and illustrated by Matt Ottley or you can view it at the QR code.
Book cover
After reading your challenge is to create a procedure of how to make a freedom machine that is sustainable and changes the world in a good way.
• It could look like anything you want
• You could start with something you already know and add creative and different things to it.
• After you have drawn it, label the different parts of your freedom machine.
Lady holds up her drawing
If you are up for a challenge.
Draw a flyer or a poster pretending that you are selling your freedom machine. Put what features it has, like wings and a lounge. You need to persuade people to buy your amazing freedom machine. Don’t forget to include the price.
S3 Week B
Things you need
Activity You will need
English and phonics Pencils
Workbook
Mathematics
a collection of objects
0-9 cards, dice or spinner
5 soft objects that are safe to throw ( eg socks or soft toys)
- do a care and connect - take a brain break - do some physical activity
Care and connect – Healthy Habits What’s something that you care about? Do you have a pet plant? What would we need to do to look after a plant? Do you water them? Do they get plenty of sunlight? Do you clean the leaves? If we look after smaller plants, they can grow into bigger plants.
It’s important we also look after ourselves too so that we can grow up to be strong and healthy. How can we do this? We can eat healthy food, drink lots of water, get plenty of sleep. What other things can we do? Maybe go for a walk in the park. What’s one more thing you can do for yourself so that you can grow up to be strong too?
Brain break – Let’s recharge! What is your favourite colour? Let’s look for your
favourite colour by looking around your home,
in your front yard and in your backyard to see if we
can find items that are the same colour as your
favourite colour. How many items will you find?
Physical activity Check out the GetActive@Home challenge in the pack.
Read 'End of Term' written by Anne Bell, Illustrated by Cheryl Orsini
I make some silly mistake in maths— ‘What were you thinking of, Daniel Malone?’ says Miss McGee. ‘What were you thinking of?’ ‘I don’t know,’ I say, but I do— I was thinking It’s only three more days. And I was thinking of how summer smells of mangos and salt and mouldy towels and suntan stuff; and of the youch of hot sand on the soles of your dancing feet, and the cool ooze where the comforting waves wash in. And of Mum, who fusses about kilojoules and vitamins and things, saying, ‘Let’s just have fish and chips for tea tonight.’
And I was thinking of going round to Maxi’s place, and of us lying under the tree in his backyard, watching the sky between the leaves and not thinking, just not thinking of anything at all.
Circle words that you are not sure about or don’t understand. Maybe kilojoules. Look up the meaning of these words in the dictionary. Now find three adjectives from this poem. Remember adjectives are describing words and give more details. For example ‘hot’ it adds a description to the noun sand. What can you find?
S3 Week B
English – Activity 3 – Compare
Think about the poem ‘End of Term’. Consider the questions below.
Image by jplenio from Pixabay
• What does winter smell like?
• What foods do you associate with winter? What do we eat or drink in winter?
• What does it look like outside in winter?
• What can you do in winter school holidays?
• What can you do at a friend's house in winter?
• What does it feel like in winter?
• What does it sound like in winter? Write down answers to these questions, use these answers to write a poem.
Think about previous lessons on poetry. Can you add rhyming words,
personification or similes to add some descriptive elements to your poem?
Last week we looked at healthy eating. Today we will be learning more about the five food groups.
Have a look at the Australian guide to healthy eating on the next page
It shows the type and amounts of food that should be eaten everyday as part of a healthy diet.
There are five groups listed.
• Grain • Vegetables • Fruits • Lean meat and poultry, fish eggs. • Milk, yogurt
You can see that some sections are bigger than others, we should be having more foods from the grain and vegetables sections then the others. There is also a water tap on the page showing that we should be drinking water every day.
PDHPE– Obstacle course Let's get creative and plan an obstacle course!
• Plan an obstacle course in your backyard, lounge room or anywhere else with enough space that you can safely move around. You may do this together with family members in your home.
• Use materials from your home to design your obstacle course. For example: buckets, towels, ropes, pegs, pillows, blankets.
• Draw a picture of your obstacle course.
• Show where the start and finish lines are.
• Draw arrows to show which way you need to go.
Example of an obstacle Corse layout
For those who like a challenge!
• Complete the obstacle course twice using a variety of movement skills, such as hopping, galloping, skipping.
• Complete the obstacle course two more times using a variety of movement skills that also include controlling an object. For example, while running, jumping or galloping, you also have to throw and catch a small ball or balance an object on your head.
• Did using the object make it harder to complete the course?
Girl demonstrates her course
S3 Week B
Additional activity- Photo sketching with Google Maps
Thank you to the staff at Field of Mars Environmental Education Centre for creating and sharing this activity.
Now let's learn how to use a mobile device to immerse ourselves into a place and record our observations by conducting a photo sketch.
You will need:
• pencils
• your workbook
• a ruler
• Google Maps on a computer or a mobile device.
Use Google Maps Street View and photo spheres to explore places. You will also create a photo sketch to describe the features of places and environments.
• Conduct a field sketch of a place using Google Maps.
• Record your observations by conducting a photo sketch.
• Draw a 9 square grid in your workbook.
• Use lines to sketch the major landforms. • Add the natural and human features. • Label the features on your sketch.
GetActive@Home soccer ball, netball or similar sized ball
2 field markers or shoes.
S3 Week B
During the day make sure you take time to
• do a care and connect • take a brain break
• do some physical activity
Care and connect – superpower eyes Imagine you have superpowers in your eyes. Pretend to pick up superpower glasses and put them on.
Look in the room for the thing that is farthest away from you, it might be a plant or a picture.
Then look at what’s closest to you, it might be a book or a pen.
Pick something up that’s close to you and have a good look at it.
What colour is it? Is it hard or soft? Does it have moving bits? Is it smaller than your hand? Does it make a sound when you shake it?
How good are your superpower glasses? Now that you are really focused, you are ready to start learning.
Brain break – Let’s recharge! It’s time for a brain break so we can recharge for some more learning! Time for us to do some counting. What is your favourite shape?
What different things of your favourite shape can you find around the house or in the yard?
How many things did you find of your favourite shape?
Physical activity Check out the GetActive@Home section in this pack.
English – Activity 1 – Connotation, imagery and symbols
Examine the beautiful Aboriginal artwork above. The artist has gone to great lengths to bring this artwork to life. They’ve used a range of different techniques such as line, dot, shape and colour. Discuss this artwork with someone in your household. Use the questions below when
discussing it.
Thinking critically about this artwork:
What colours can you see? Think about those colours.
Why do you think these colours have been used by the artist?
What symbols can you see? Do you know these symbols?
What do you think these symbols mean or represent? Why has the artist used these circles?
Why do you think there are some smaller circles and larger circles? Why has the artist purposefully used these circles?
What do you think the blue symbolises? The blue makes the artwork stand out, why did the artist make that choice?
S3 Week B
English – Activity 2 – Poetry and vocabulary
We will use vivid imagery to create a picture in our mind. Read the poem ‘The Sea’ by Paula Stevenson. Circle any unknown or challenging words in the poem.
After reading the poem, choose an unfamiliar word and write it at the top of a page in your workbook.
Divide your page into 4 sections and add headings like those shown in the example below.
Write down the definition of the word.
Draw a picture to show the meaning of the word.
Write the word in a sentence.
List synonyms (words that have the same or similar meaning).
Mathematics – Playing with addition Today we will be playing 'Dicey addition' (From NRICH Maths )
Watch the video and join in the activity.
You will need:
• coloured pencils • 0-9 spinner • paper clip • your workbook
How to play
Find a partner and a 0-9 dice or spinner.
Draw your gameboard so you each have the same one. (We used this one to start with: _ _ _ + _ _ _ + _ _ _ = ________. You can start with something different if you like).
Each player takes a turn to spin the spinner and decide where to play that digit in your number sentence (equation).
Spin the spinner 9 times each.
The person whose sum is closest to 1000 is the winner!
Enjoy playing dicey addition with your family members.
GetActive@Home– Kicking Make sure you have a nice big space to work with today.
Warm up:
• Jog on the spot for 10 seconds • Side to side jumps • Forward and back jumping • High knees • Side to side again
Put five objects about the room.
Go over to one, pick it up and do some lace kicking with it softly. A lace kick is with the top of your foot. You can either pick the object up or leave it on the floor for an added challenge. Make sure you use both legs. One lace kick with the right and then with the left.
See how many objects you can lace tap in one minute.
With you ball now, you are going to get your feet working. Put the ball out in front, pull it towards you with your feet. Point your toes, tap it forward and stop it by putting your foot on the ball.
Pull back, tap forward and stop demonstration
S3 Week B
Do this a couple of times and see if you can get quicker.
For an added challenge, when you bring it back, see if you can roll it around your standing leg before moving it back to starting position, then change legs!
Now we are going to turn the laces tap in to a laces pick. Put some pillows around that area and make sure the area is clear from valuables. With your laces tap, put a little more power into you kick and aim to hit the pillow with the ball.
Kicking a ball into pillows with the laces kick.
See how many pillows you can hit in a minute with the ball.
Challenge yourself by setting up a small goal with some soft toys and seeing if you can carefully kick the ball, using the laces kick to hit the objects from more difficult positions. When you hit one of the objects, call out “GOAL!!!!!!!”
Science and Technology – Water everywhere! Today we are going to be investigating surface tension. Surface tension is a force that causes the top layer of the liquid to act like skin. Some objects will break the tension and some objects won’t.
You will need:
paper clips
container of water
strips of tissue paper
Task When the water in the container is really still, carefully lower a dry paper clip (make sure it is dry, this step is really important).
Carefully lower it on the surface of the water, do this really slowly.
If you find this step hard, you can put the paper clip onto the tissue paper and lower it on to the surface of the water.
This may take a few goes.
When you get one paper clip to float, see if you can add another. How many could you float on the surface of the water before they all sank?
S3 Week B
Copy the headings into your workbook and then record your investigation.
Once you have written out the investigation and the process you may want to draw a picture. It is important that you explain your findings.
• do a care and connect • take a brain break • do some physical activity
Care and connect – How to do a magic trick What is a very special happy memory that you have?
What made it a special memory?
What were you doing? Who was with you?
Draw a picture of one of your happiest memories.
Brain break – Let’s recharge!
We’re going to use the five senses of the human body. That is sight, hearing, touch, smell and taste, to focus on our body and our surroundings. Name five things you can see Name four things you can hear Name three things you can feel with touch Name two things you can smell Name one thing you can taste
Physical activity
Check out the GetActive@Home activity in the pack.
Look at the symbols above. Can you identify what each of these may represent or mean? Write down what you think each symbol means:
• love heart -
• cross -
• tick -
• dove - • plane -
• wheelchair -
• thumbs up -
• owl -
• key -
Do most people have the same meaning for these symbols? Did you know that not all cultures or people have the same understanding of some symbols? For example, fingers crossed to some mean hoping for good luck but in American Sign Language fingers crossed is a symbol for the letter R.
S3 Week B
Now have a look at what some of these symbols could mean and compare these to what you thought they meant.
English – Activity 4 – Creating examples of personification
Now that you know what personification
is, create your own examples of
personification using the image of the
volcano above. Look closely, think about
• What vocabulary you would use to describe the volcano?
• What would you hear? See? Taste? Smell? Touch?
• If you were really close to this what would you be seeing?
• If you were far away what would you be seeing?
Put your ideas down on a piece of paper or use activity sheet 1 – volcano
brainstorm, to get as much vocabulary down as you can. You might like to do a
search on the internet to help you.
Use some of the words from your brainstorm to create your own personification.
Let’s use the word magma and the word scratch as an example. Imagine the hot
magma holding onto the rocks as it slides down. So the sentence might read:
How can we challenge ourselves and add more detail to our description? Read
what has been added to the example to give more detail:
Notice that the word ‘she’ gives the magma a gender, which is a human
characteristic. Then more detail has been added the adverbial, as she
somersaulted towards the water.
S3 Week B
English – Activity 5 – Personification match up
Authors use personification to allow readers to visualise and become a part of the description. Readers need to use their imagination to try to match a human characteristic with a noun. Can you imagine branches scratching or the sun slapping your skin when you have had too much sun?
In the sample above imagine a coffee machine dancing, picture this happening as the coffee is pouring out of the nozzle. The sentence might read: The coffee machine danced in the kitchen as it dripped coffee into the glass.
Use activity sheet 3 – personification match up or refer to
the image above and draw some connections that you can
make with arrows. You might find some connections are
not as easy to make as others. Circle or highlight your
favourite match.
Once you have circled your favourite match, try to create a
sentence that will be an example of personification you
could store away and use at a later time. Here is another
This section includes the design thinking process, instructions, and helpful hints
Identify and define the challenge
• Read the rules
• Collect materials and think about how they could be used or changed for the challenge
• Keep a notebook or STEM journal to record your ideas and discoveries
• Gather different types of shoes such as sports shoes, hiking boots and slippers. What are the features of these shoes? What is the purpose of each type of shoe?
• Draw and label at least 3 different shoe designs. What materials will you use to make each part of the shoe?
• Which shoe are you going to make? Why did you choose that design?
• Does your design meet the challenge rules?
Figure Record your ideas in a STEM journal
Extra maths challenge: Find the area and perimeter of your shoe You will need string and graph paper. To find the perimeter, use string to measure around your foot. Stretch the string out and measure with a ruler. How many centimetres is the perimeter of your foot? Trace your foot on graph paper and count the squares to find the area of your foot in cm2
S3 Week B
Time to build! Make and test your shoe
• Make and try on your shoe
• Draw or take a photo of your design
• Why do you think it did/did not work?
• What else could you try?
Test, improve and present
• Make any improvements to your shoe. Note this on your drawing
• Did your design meet the challenge?
• Decorate your shoe
• You might like to give your shoe a brand name
• Who is your shoe for? What are the unique features of your shoe?