Home Learning Module – Unit of Work for Weeks 1&2 (28/4 - 8/5)kingswoodps-s3.weebly.com › ... › s3_oc_term_1_week_1_2_oceans_a… · 2020-04-28 · Collect pictures of seashells

KINGSWOOD PUBLIC SCHOOL

Home Learning Module – Unit of Work for Weeks 1&2 (28/4 - 8/5)

Name: Class:

Stage 3 OC Oceans and Seas 2020

Name: 2 | P a g e Class:

English

Reading:

• A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in

different media and technologies (EN3-3A)

Writing:

• A student composes, edits and presents well-structured and coherent texts (EN3-2A)

Speaking and Listening:

• A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas and issues

(EN3-1A)

History

• A student applies a variety of skills of historical inquiry and communication (HT3-5)



Geography

• A student describes the diverse features and characteristics of places and environments (GE3-1)

Science and Technology

• A student examines how the environment affects the growth, survival and adaptation of living things (ST3-4LW-S)

• A student explains geological events on the Earth’s surface (ST3-10ES-S)

PDHPE

• A student creates and participates in physical activities to promote healthy and active lifestyles (PD3-8)

• A student identifies and applies strengths and strategies to manage life changes and transitions (PD3-1)

CAPA

• A student interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a

variety of drama forms (DRAS3.2)

• A student improvises, experiments, selects, combines and orders sound using musical concepts (MUS3.2)



English

Reading:

• I can independently read and view an extensive range of complex texts and visual images using a comprehensive range of skills andstrategies.

• I can respond to themes and issues within texts, recognise point of view and justify interpretations by referring to my own knowledge,values and experiences.

Writing

• I can compose texts that include sustained and effective use of literary devices e.g. texts dealing with environmental issues.• I can compare and accurately summarise information on a particular topic from different texts and make well supported

generalisations about the topic.Speaking and Listening:

• I can demonstrate active listening behaviours in order to gather specific information and ideas, recognising and exploring how spokenand written language differ and how spoken language varies according to context.

• I can experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience.

History

• I can locate, identify and use a range of sources to record relevant historical information.



Geography

• I can describe the diverse features and characteristics of different locations across the world.

Science and Technology

• I can describe how environmental conditions affect the growth, adaptations, structural features and survival of living things.• I can describe the changes caused by interactions between the Earth and the Sun, and the changes to the Earth’s surface that are

caused over time by natural processes and human activity.

PDHPE

• I can participate in a wide variety of moderate to vigorous physical activities to apply, refine and adapt movement skills withincreased confidence and consistency.

• I can identify and apply strategies to manage life changes and transitions.

CAPA

• I can interpret a dramatic context through the use of a combination of various drama forms e.g. improvisation, movement, mime.• I can improvise and explore musical ideas based on rhythmic and melodic patterns and incorporates these into my own composition

and as variation to others’ compositions.

Stage 3 OC Home Learning Schedule – Term 1 - Week 1

Monday Tuesday Wednesday Thursday Friday

Morning

Include a fruit break for ‘Crunch n Sip’

Task 1:

Fitness bootcamp

Task 2:

Maths - Complete Activity 1 in workbook

Task 3:

Mathletics - Complete two or three pages of a Year 6 Mathletics booklet (available on Kingswood PS website http://kingswoodps-s3.weebly.com/maths.html)

Task 1:

Fitness bootcamp

Task 2:


Task 3:

English – Complete an underlined activity from grid

Task 4:

Access Studyladder and complete tasks

Task 1:

Fitness bootcamp

Task 2:


Task 3: Access Studyladder and complete tasks

Task 1:

Fitness bootcamp

Task 2:


Task 3:


Task 1:

Fitness bootcamp

Task 2:


Task 3:

Mathletics - Complete two or three pages of a Year 6 Mathletics booklet

Task 4:

English - Complete an underlined activity from grid

Break Half hour break for food and play

Half hour break for food and play


Half hour break for food and pla


Middle Task 4:

Reading - Free choice

Task 5:

Writing - Complete an underlined activity from grid

Task 5:

Technology – Complete an underlined activity from grid

Task 4:

History - Write a feature article for a newspaper about early seafarers of the Pacific Ocean, comparing and contrasting the voyages of the early Polynesians, James Cook and Charles Darwin

Task 4:

Science - Log in to Miss Smith’s Inquisitive Class here: http://inq.co/class/ixw (Passcode 2553)

Complete pages 1 to 4 of the Tsunami lesson

Task 5:


Task 6:

Research letter formatting, then write a letter to a friend from school

Break 45 minute break for food and play

45 minute break for food and play




Afternoon Task 6:

Creative and Performing Arts - Choose one of the creativeor performing arts activitiesto complete from grid

Task 6:

Typing Club

Help someone do some gardening or cooking

Task 5:

Debating – Plastic bags should be banned

Write a debate in the affirmative or negative to support this argument

Task 5:

Watch BTN Classroom https://www.abc.net.au/btn/classroom/ Take notes while watching, then upload to Google Classroom

Task 7:

FREE CHOICE! Choose an activity of your choice for this afternoon from grid 😊😊

http://kingswoodps-s3.weebly.com/maths.html

http://kingswoodps-s3.weebly.com/maths.html

http://inq.co/class/ixw

https://www.abc.net.au/btn/classroom/


Stage 3 OC Home Learning Schedule – Term 1 - Week 2

Monday Tuesday Wednesday Thursday Friday

Morning

Include a fruit break for ‘Crunch n Sip’

Task 1:

Fitness bootcamp

Task 2:


Task 3:

Mathletics - Complete two or three pages of a Year 6 Mathletics booklet

Task 1:

Fitness bootcamp

Task 2:


Task 3:


Task 4:


Task 1:

Fitness bootcamp

Task 2:


Task 3: Access Studyladder and complete tasks

Task 1:

Fitness bootcamp

Task 2:


Task 3:


Task 1:

Fitness bootcamp

Task 2:


Task 3:


Task 4:


Break Half hour break for food and play





Middle Task 4:

Reading - Free choice

Task 5:

Writing - Complete an underlined activity from grid

Task 5:

Technology – Complete an underlined activity from grid

Task 4:

History - Complete an underlined activity from grid

Task 4:

Science - Log in to Miss Smith’s Inquisitive Class here http://inq.co/class/ixw (Passcode 2553)

Complete pages 5 to 8 of the Tsunami lesson

Task 5:


Task 6:

PDH - Complete worksheet ‘Growth Mindset’ from grid

Break 45 minute break for food and play





Afternoon Task 6:

Creative and Performing Arts - Choose one of the creativeor performing arts activitiesto complete from grid

Task 6:

Typing Club

Help someone do some gardening or cooking

Task 5:

Debating – Should more be done to prevent overfishing?

Write a debate in the affirmative or negative to support this argument

Task 5:

Watch BTN Classroom https://www.abc.net.au/btn/classroom/ Take notes while watching, then upload to Google Classroom

Task 7:

FREE CHOICE! Choose an activity of your choice for this afternoon from grid 😊😊

http://inq.co/class/ixw







The activities that are underlined must be completed over Week 1 and Week 2. You can choose how to present each activity.

Collect pictures of seashells and group

them according to the criteria you set.

Why is the Bermuda Triangle famous? Do you

agree?

Watch this link: tiny.cc/fitness-BPS

from Belmont Public School and get moving

with them

Survival What would you do?

Worksheet

Select one ocean animal to research and write a

report on it.

Create a collage or series of pictures to show ocean animals that provide food

for human beings.

Create an accurate model of a sea creature using

clay/play dough.

Sharks are possibly the most feared marine

animals. Research sharks and write a report

explaining why human beings fear sharks.

Imagine you are swimming and you see a shark. Write a narrative

describing your experience.

Create a word search of marine animals – at least

10 by 10.

Find 10 different uses for a submarine.

Investigate the Gulf oil spill in 2010, then write

an information report, or create a presentation

using PowerPoint.

Design a pamphlet about the Galapagos Islands. Give information for

tourists.

Go for a walk or a run at home to keep up your

physical fitness (you can walk or run on the spot)

Complete worksheet: What If people could breathe underwater

Investigate what we can do to preserve coral reefs, then write a

newspaper article to persuade people to take

action.

Make a glossary using 15 words you have found in your research this week that you did not know

the meaning of previously (include word, definition, URL possibly).

What would happen if one of the following

species were introduced to the system: North

Pacific Seastar (a voracious bottom feeder), Undaria

(smothering seaweed), and Atlantic Salmon

(large fish)? On a world map label the

location of the major oceans. Give a brief description of the

features, characteristics and location for each in

your own words.

Investigate how climate change is affecting coral reef ecosystems, then create a presentation

using PowerPoint.

Use this link: tiny.cc/hermit-crabs

to watch Hermit crabs lining up to swap shells.

Create a free writing response to the short

clip.

Create a digital collage using text and images that summarises your

coral reef investigation.

Draw and label a marine food web (you can do

this digitally if you like).

Imagine there is a large chemical spill in the

ocean. Why do the toxic chemicals cause greater

problems for animals higher up the food chain?

https://drive.google.com/file/d/13Xa1JiEVc6CE3ihzCEVkKvxSkHvlDxJl/view

http://tiny.cc/hermit-crabs



Draw a Venn Diagram showing how two ocean animals are similar and how they are different.

You can add a third animal to make it more

interesting.

Prepare a speech about preserving marine life.

Choose a plant or animal from a marine food web.

Describe what would happen to everything

else in your food web if it declined in numbers.

Investigate why coral reefs are so important to

humans and coastal ecosystems.

Mime the actions of various sea creatures and

have someone guess what they are.

Name and describe how at least two animals have

adapted to living in difficult conditions in the ocean, i.e. at the bottom

of a trench, near a volcanic spout.

Draw a detailed annotated sketch of an

ocean animal.

Complete the worksheet on

Growth mindset

Describe what a marine biologist does, and the

skills required to become one – in your own words.

Why do some locations have a tidal flow of 6 metres, whilst other

areas have tidal flow of 1 metre?

Give a detailed explanation of what

causes tides.

Complete Worksheet: Fact Finder

Explain how wave machines, which are used

in pools, work? Does timing matter?

Research and describe at least one method that

people have found to try to stop sharks attacking

people.

Complete worksheet: The Tsunami

Write and publish a poem about life

underwater.

Draw a Venn diagram contrasting the

landforms on the land and landforms under the

ocean.

Complete worksheet: Exploring the Ocean

Depths

Create a new round about the sea changing the words to Row, row,

row your boat.

Create a soundtrack to play as you present a

poem about the sea to someone.

Write a story about a shipwreck that happened

when you were at the seaside.

Complete worksheets: A True Fish Story

On a map of the world put in the location of the

major currents of the oceans.

Create a device which can propel itself across water – no pushing or

throwing.

Read Scott Dell’s Island of the Blue Dolphins. Write your own account of a lonely life on an island.

Explain what causes tides around the world.

Write an alphabet A-Z list of anything about

oceans.

Create a mind map showing what you know about underwater life.

What sea creature would you like to be? Explain

why.

Justify this statement: Everyone should live

under the sea.

Make a list/chart of positive, negative and interesting facts about

the sea.

Stage 3 Fitness Bootcamp – Term 2 Rationale: Developing students’ confidence and proficiency in performing a variety of strength and fitness enhancing activities is an important element in the formation of healthy, active and mentally prepared students.

Outcomes: A student plans for and participates in activities that encourage health and a lifetime of physical activity (PD4-8)

Implementation: Fitness will take place daily for 15 minutes.

Students will complete the 5 activities each day. Each activity will last for 3 minutes i.e. one minute activity, 30 seconds rest, one minute activity, 30 seconds rest.

Students can check and record their resting heartrate and their heartrate at the end of fitness.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Squats High air punches Sit ups High knees Easy pose Calf raises Push ups

Ab bikes (laying down)

Sprints (on the spot) Boat pose

Tabletop pose

Walking lunges

Plank on hands Plank Heel

touches Warrior II

pose Squats High air punches Sit ups Burpees

Star Jumps Cat and Cow poses

Step ups Arm circles

Leg raises (laying down)

Hopping Downward

facing dog pose

Jump squats Arm circles Plank

Leg raises (laying down)

Sprint on spot

Standing forward

bend Crab walk Plank on

hands

Toe touches (laying down)

Grapevine Three

legged dog pose

Knee ups (high

knees)

Laydown push ups

Push ups Ab bikes (laying down)

Burpees Child’s pose

Walking lunges

Laydown push ups Sit ups

Skipping (on spot or with rope)

Locust pose

Side to side jumps

Blue indicates leg exercise Green indicates yoga or stretch based activity (see instructions on next page) Yellow indicates high intensity exercise Orange indicates abdominal exercise Purple indicates arm based exercise

1 . T A B L E T O P P O S E

This is the starting position for many other poses such as cat and cow. Resting on your hands and knees, bring knees hip width apart (the feet should be in line with the knees, not splayed out). Palms should be directly under the shoulders with the fingers facing forward; back is flat.

2. CAT AND COW POSESFor cat pose, while in the tabletop position, round the back and tuck the chin into the chest. For cow, sinkthe belly toward the floor and arch the back, looking up. Feel free to alternate between the two poses.(Meowing and mooing are optional, but strongly encouraged.) These are typically used as warm-upexercises for the spine.

3. STANDING FORWARD BENDSee if you can grab your ankles by bending forward at the waist. You can also bend their knees to makeit easier. This helps stretch the hamstrings, calves and hips and strengthen the thighs and knees.

4. CHILD’S POSEFor this appropriately named pose, sit back on the heels and slowly bring the forehead down in front ofthe knees. Rest the arms alongside the body. This peaceful pose gently stretches the hips and thighs andhelps calm your mind.

5. EASY POSESit cross-legged and rest hands on the knees. If you are having a hard time sitting flat, prop yourself up ona folded blanket or place a pillow under your hips. This pose helps strengthen your back and calm youdown.

6. WARRIOR II POSEFrom a standing position, step one foot back and turn it so the toes are facing slightly outwards. Thenraise the arms up, parallel to the floor (one arm in front, the other toward the back). Bend the front kneeand look forward over the fingers. Reverse the feet and do it again on the other side. This pose helpsstrengthen and stretch your legs and ankles, as well as help increase your stamina.

7. DOWNWARD-FACING DOG POSEYou can either enter this pose by rising up from your hands and knees or by bending forward and placingyour palms on the ground, then stepping back to create an upside-down V shape with your bottom inthe air. In addition to stretching, this pose also energizes you.

8. THREE-LEGGED DOG POSEAlso called one-legged down dog, this is a variation of downward-facing dog but with one leg extendedup. It will help strengthen your arms and help you develop better balance.

9. LOCUST POSELie on your belly and lift your chest by squeezing your shoulder blades together as much as possible whileextending your arms behind the body and lifting them up slightly. To make it easier, you can keep yourarms down alongside your body and push off with your palms to lift your chest up. This helps improve yourposture.

10. BOAT POSEBalance on your bottom with your legs extended out and up (knees can be bent to make it easier) andarms stretched out in front. This pose strengthens the abs and spine.

Documents

Home Learning Module – Unit of Work for Weeks 1&2 (28/4 - 8/5)kingswoodps-s3.weebly.com › ... › s3_oc_term_1_week_1_2_oceans_a… · 2020-04-28 · Collect pictures of seashells