Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Term
4 –
Wee
k 2
Year
4 O
FFLI
NE
M
onda
y Tu
esda
y W
edne
sday
Th
ursd
ay
Frid
ay
9:00
So
undw
aves
Spe
lling
: So
und
wa
ves c
omp
lete
the
first
pa
ge o
f uni
t 31
of y
our
soun
dw
ave
s boo
k.
Phy
sical
Act
ivity
Sp
ell y
our n
am
e ci
rcui
t- Sp
ell
your
na
me
and
com
ple
te e
ach
ex
erci
se w
ith y
our l
ette
rs.
Read
ing
Eggs
pres
s:
Logi
n an
d co
mpl
ete
assi
gned
co
mpr
ehen
sion
act
ivity
R
eadi
ng E
ggsp
ress
:
DEA
R
Find
a q
uiet
pla
ce in
you
r ho
use
and
sit b
ack
and
rela
x a
nd re
ad
a b
ook.
Thro
ugho
ut th
e da
y:
-
Edit
Your
Wor
k
Go
thro
ugh
your
sli
des
and
find
any
m
ista
kes.
Cha
nge
thes
e w
ith th
e co
lour
re
d.
-
CLA
SS Z
OO
M
-
Gam
es:
Pla
y b
oard
ga
mes
a
nd/o
r puz
zles.
e.g
. Un
o, d
omin
os, j
enga
( b
oggl
e, so
lita
ire
onlin
e)
-
Wel
lbei
ng A
ctiv
ity
- M
atha
roo
9:30
In
fere
ncin
g St
uden
ts lo
ok a
t the
pic
ture
a
nd m
ake
som
e gu
esse
s as t
o w
hat i
s ha
pp
enin
g. T
hey
need
to
writ
e 5
thin
gs th
at t
hey
thin
k ha
ve h
ap
pen
ed a
nd
writ
e a
shor
t sto
ry a
bou
t the
p
ictu
re.
Con
nota
tion,
Imag
ery
and
Sym
bol:
St
uden
ts lo
ok a
t Abo
rigin
al
Artw
orks
and
poe
ms t
o ga
in a
de
eper
und
erst
andi
ng o
f spe
cific
la
ngua
ge fe
atur
es.
.
Con
nota
tion,
Imag
ery
and
Sym
bol:
St
uden
ts w
ill le
arn
ab
out
conn
ota
tions
by
look
ing
at
pic
ture
s a
nd w
ritin
g a
se
nten
ce a
bou
t a m
emor
y th
ey h
ave
. The
y w
ill th
en
find
a p
ictu
re o
f som
ethi
ng
tha
t rel
ate
s to
a m
emor
y th
ey h
ave
and
dra
w it
.
Con
nota
tion,
Imag
ery
and
Sym
bol:
St
uden
ts w
ill lo
ok a
t the
sym
bol
s th
at r
epre
sent
wel
l kno
wn
bus
ines
ses a
nd n
am
e th
em.
They
will
then
find
or c
rea
te a
sy
mb
ol to
rep
rese
nt th
emse
lves
.
10.3
0-
10.4
5 Fr
uit B
reak
Re
adin
g :
Infe
renc
e St
uden
ts c
omp
lete
the
rea
din
g w
orks
heet
‘Sa
hara
’ a
nd ‘T
he A
ma
zon
Rain
fore
st’.
Hist
ory:
St
uden
ts u
se th
eir k
now
led
ge o
f p
rima
ry so
urce
s to
crea
te a
p
rese
nta
tion
of th
eir c
hoos
ing.
Stud
ent w
ellb
eing
Te
ll th
em fr
om m
e su
rvey
St
uden
ts w
ill b
e co
mp
letin
g th
e te
ll th
em fr
om m
e su
rvey
. Pa
ssw
ord
s will
be
pro
vid
ed to
stud
ents
on
Goo
gle
Cla
ssro
om.
Soun
dwav
es S
pelli
ng:
Soun
dw
ave
s com
ple
te th
e se
cond
pa
ge o
f uni
t 31
of y
our
soun
dw
ave
s boo
k.
11.3
0-12
.25
Lunc
h
M
ath
s Yea
r 4
Equi
vale
nt N
umb
er
Sent
ence
s 16
- _
__ =
5 +
5
Com
ple
te th
e w
orks
heet
s to
ba
lanc
e th
e eq
ual
equa
tions
.
Ma
ths Y
ear 4
Eq
uiva
lent
Num
ber
Sen
tenc
es
11 +
19
= 60
- __
_ C
omp
lete
the
wor
kshe
ets t
o ca
lcul
ate
the
equa
l eq
uatio
ns.
Ma
ths Y
ear 4
Eq
uiva
lent
Num
ber
Se
nten
ces
__ +
23
= 57
- 19
C
omp
lete
the
wor
kshe
ets
to c
alc
ula
te th
e eq
ual
equa
tions
.
Ma
ths Y
ear 4
Eq
uiva
lent
Num
ber
Se
nten
ces
99 -
63 =
6 X
___
C
omp
lete
the
wor
kshe
ets t
o ca
lcul
ate
and
ma
tch
the
equa
l eq
uatio
ns.
1.25
-1.4
5 Re
cess
1:
45-3
:00
Scie
nce
M
ake
you
r ow
n ro
cket
! C
hoos
e b
etw
een
the
ba
lloon
rock
et o
r the
ba
king
so
da
and
vin
ega
r roc
ket.
Scie
nce
Re
sea
rch
and
ma
ke y
our o
wn
cons
tella
tion.
The
n ta
ke a
p
hoto
gra
ph
and
up
loa
d y
our
crea
tion.
Phys
ical
Act
ivity
- Zo
om
@2p
m
Zum
ba
with
Mrs
. Mun
tz -
Get
yo
ur d
anc
ing
shoe
s and
get
re
ad
y to
mov
e yo
ur b
ody.
Cre
ativ
e A
rt:
Zoom
with
Ms.
Edw
ards
@ 2
pm
Spa
ce A
rtwor
k C
rea
tions
Infe
renc
ing
This
is th
e sk
ill o
f usi
ng y
our p
rior k
now
ledg
e an
d th
e cl
ues
you’
re
give
n fro
m th
e te
xt to
hav
e a
gues
s at
wha
t will
hap
pen,
is h
appe
ning
or
wha
t has
hap
pene
d be
fore
now
.
Term
4 W
eek 1
Less
on 1:
Mak
e you
r own
rock
et!
Choo
se: T
he b
allo
on r
ocke
t OR
The
Baki
ng s
oda
and
vine
gar
rock
et
The b
alloo
n roc
ket
Wha
t yo
u ne
ed:
●1
ballo
on (r
ound
one
s wo
rk, b
ut t
he lo
nger
“air
ship
” bal
loon
s wo
rk b
est)
●1
long
pie
ce o
f st
ring
(abo
ut 3
-5 m
etre
s)●
1 st
raw
●Ta
pe
The b
alloo
n roc
ket
Wha
t to
do:
Wat
ch t
he f
ollo
wing
You
tube
vid
eo O
R us
e th
e in
stru
ctio
ns b
elow
.
http
s://
www.
yout
ube.
com
/wat
ch?v
=KM
X7z
gaLC
0w
1.Ti
e on
e en
d of
the
str
ing
to a
cha
ir, d
oor
knob
, or
othe
r su
ppor
t.
2.Pu
t th
e ot
her
end
of t
he s
trin
g th
roug
h th
e st
raw.
3.Pu
ll th
e st
ring
tig
ht a
nd t
ie it
to
anot
her
supp
ort
in t
he r
oom
.
4.Bl
ow u
p th
e ba
lloon
(but
don
’t ti
e it
.) Pi
nch
the
end
of t
he b
allo
on a
nd
tape
the
bal
loon
to
the
stra
w as
sho
wn a
bove
. You
’re r
eady
for
laun
ch.
5.Le
t go
and
wat
ch t
he r
ocke
t fl
y!
How
did i
t wor
k?W
rite
a r
evie
w of
you
r ex
peri
men
t ex
plai
ning
if it
wor
ked
well
or n
ot?
Plea
se
expl
ain
your
ans
wer.
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
Wou
ld y
ou c
hang
e an
y of
the
equ
ipm
ent
used
? W
hat
and
why?
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
The B
akin
g sod
a and
vine
gar r
ocke
t W
hat
you
need
:
●Sa
fety
gla
sses
●Em
pty
2-lit
re s
oft
drin
k bo
ttle
●3
tabl
espo
ons
Baki
ng S
oda
●2-
3 cu
ps v
ineg
ar●
Duc
t/m
aski
ng t
ape
●3
penc
ils●
Pape
r/ca
rdbo
ard
to d
ecor
ate
the
rock
et●
Cork
(mak
e su
re it
fit
s th
e m
outh
of
the
bott
le)
●Pa
per
towe
ls●
Mea
suri
ng c
up●
Funn
el
Wha
t to
do:
Wat
ch t
he f
ollo
wing
You
tube
vid
eo O
R us
e th
e in
stru
ctio
ns b
elow
.
http
s://
www.
yout
ube.
com
/wat
ch?a
pp=d
eskt
op&v
=h3q
4yds
18M
U
Time
need
ed: 30
-45
minut
es1)
Mak
e th
e ro
cket
leg
s -
Secu
re 3
pen
cils
to
the
bott
le u
sing
duc
t/m
aski
ng t
ape
to m
ake
“legs
” for
you
r ro
cket
. Th
e bo
ttle
ope
ning
sho
uld
be f
acin
g do
wn w
hen
the
bott
le is
pla
ced
on it
s le
gs. M
ake
sure
the
legs
are
pla
ced
high
eno
ugh
to a
llow
for
3-5
cms
of s
pace
bet
ween
the
bot
tle
open
ing
and
the
flat
sur
face
bel
ow.
2) D
ecor
ate
the
rock
et -
Dec
orat
e th
e bo
ttle
wit
h du
ct t
ape,
pap
er, a
nd/o
r ca
rdbo
ard
to m
ake
the
rock
et a
s yo
u de
sire
.
3) A
dd v
ineg
ar -
Tur
n th
e bo
ttle
ove
r so
tha
t th
e pe
ncil
legs
are
fac
ing
up. A
dd 2
-3 c
ups
of v
ineg
ar t
o th
e bo
ttle
an
d co
rk it
. Set
asi
de.
4) M
ake
the
rock
et “fu
el” -
Cut
a pa
per
towe
l int
o a
squa
re. A
dd 2
-3 t
able
spoo
ns o
f Ba
king
Sod
a on
to t
he p
aper
to
wel.
Roll
the
pape
r to
wel t
ight
ly e
noug
h so
tha
t it
will
fit
insi
de b
ottl
e op
enin
g. D
ON
’T a
dd it
to
the
bott
le
yet!
5) T
ape
it s
hut
- A
dd d
uct
tape
to
one
end
to k
eep
the
baki
ng s
oda
from
spi
lling
out
.
6) G
O O
UTS
IDE!!!! -
Tak
e ev
eryt
hing
out
side
to
clea
r op
en a
rea.
7) L
aunc
h th
e ro
cket
- A
dults
or o
lder
kid
s on
ly: I
high
ly r
ecom
men
d we
aring
safe
ty g
oggles
for
the
fo
llowi
ng s
teps
. Pl
ace
the
rock
et u
psid
e do
wn a
nd r
emov
e th
e co
rk. W
orki
ng q
uick
ly, p
lace
you
r pa
per
towe
l pa
cket
insi
de t
he b
ottl
e an
d pl
ug w
ith
cork
. Tur
n th
e bo
ttle
ove
r, p
lace
on
its
’legs
’ and
STA
ND
BA
CK! W
atch
as
the
rock
et s
oars
into
the
sky
.
How
did i
t wor
k?W
rite
a r
evie
w of
you
r ex
peri
men
t ex
plai
ning
if it
wor
ked
well
or n
ot?
Plea
se
expl
ain
your
ans
wer.
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
Wou
ld y
ou c
hang
e an
y of
the
equ
ipm
ent
used
? W
hat
and
why?
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
…………
….
Name: Date:
Connotation, Imagery and SymbolARTWORK
Aboriginal Artwork
What colours can you see? Why do you think these colours have been used?
What symbols can you see? What do you think these symbols mean?
Why do you think there are some smaller circles and some larger circles?
What do you think the blue symbolises?
Name: Date:
Connotation, Imagery and SymbolPOEM
Choose an unfamiliar word and use a dictionary to fill out the table:
Name: Date:
Connotation, Imagery and SymbolPOEM
Fill out the chart::
Challenge: Use the chart to make a vivid description and paragraph explaining the sea
History Week 2:Your Task: We are learning to Understand people who
influenced the make-up and history of Liverpool
This image was taken in Liverpool! Find out everything you know about it. This must be through inferred guessing and research. Display your information in any way of your choosing!This could be making a poster, cartoon animation or a speech. It’spurpose is to inform.
Mak
ing
your
own
Con
stellation
1)Re
sear
ch y
our
favo
urit
e co
nste
llati
on2)
Mak
e a
copy
of
it. Y
ou c
an u
se t
he it
ems
liste
d, o
r so
met
hing
you
th
ink
is b
ette
r.3)
- m
arsh
mal
lows
- to
othp
icks
- m
&m’s
- Pl
aydo
h-
unco
oked
pas
ta
4)Ta
ke a
pho
togr
aph
of y
our
cons
tella
tion
, lab
el t
he n
ame
of it
and
at
tach
the
pho
togr
aph
on t
he n
ext
slid
e.
Copyright © Reading Eggs and Blake eLearning 2016
Read the passage.
ACELT1596 Draw connections between personal experiences and the worlds of texts
In paragraph 3, underline what might happen if you dropped a glass jar.
In paragraph 3, colour the word that describes what it would feel like if you fell in the sand.
In paragraph 2, highlight something you have thrown or might throw in the garbage bin.
In paragraph 1, circle one verb that describes something you have done or might do.
Making ConnectionsLinking a text to events in your own life is a great way to build understanding. Look for key words and phrases in the text to make the connections.
Zed and DD, each wrapped in a pickle jar, tipped over and began to roll slowly. The bottled hedgehogs picked up speed, bumping and spinning their way down Garbage Hill.
They skipped over old cars and spun off slimy piles of vegetables, getting air as they hurtled forever downwards.
The two jars collided in midair before landing with a PLUNK! DD’s jar smashed into a million pieces. Zed’s jar spun on the spot until he popped out, fast as a cork. He shot along the sand, grinding his way to a gritty stop.
Colour the correct answers.
Which of the following have you done, or might you do?
Name
Worksheet 1
Lesson 93 • Hedgehogs in the City
¡ buy a jar of pickles
¡ throw an empty pickle jar in the recycling bin
¡ roll down a slope in a pickle jar
¡ store things in an empty pickle jar
¡ roll down a slope
¡ see a hedgehog
¡ see a hedgehog in a pickle jar
¡ play on a garbage heap
¡ collide with someone
¡ collide with someone while wrapped in a pickle jar
¡ fall in the sand
¡ watch an empty pickle jar smash into pieces
Copyright © Reading Eggs and Blake eLearning 2016
Read the passage.
ACELT1596 Draw connections between personal experiences and the worlds of texts
Highlight the key words that tell us who lives in this place.
Underline the reason this place reminds the hedgehogs of home.
In paragraph 2, circle an adjective that describes this place.
Colour the word Ruttel uses to describe this place.
The ‘oasis’ the three hedgehogs land in is clearly a zoo. Carefully read the description of what they see around them.
If you have visited a zoo, write about the things you saw. If you haven’t been to a zoo, think of books you have read and write about the things you would expect to see.
The three hedgehogs fell into an oasis: a place that only a hedgehog could dream of. Piles of rotting rubbish filled the air with sweet aromas. It smelt like home.
As the hedgehogs settled on top of the heap, they slowly took in the landscape. Animals of all kinds stared back at them. This was a magical place where all animals were equal and humans did most of the work. “This really is paradise,” Ruttel mused.
Name
Worksheet 2
Lesson 93 • Hedgehogs in the City
Con
nota
tion,
Imag
ery
and
Sym
bol
Sym
bols
are
pic
ture
s (o
ften
wor
dles
s) th
at re
pres
ent a
com
pany
, ite
m o
r eve
nt.
For l
arge
, wel
l-kno
wn
com
pani
es w
e do
n’t n
eed
to s
ee m
ore
than
a s
ymbo
l bef
ore
know
ing
whi
ch c
ompa
ny, i
tem
or e
vent
is b
eing
repr
esen
ted.
Can
you
nam
e th
e co
mpa
nies
beh
ind
the
sym
bols
? C
halle
nge
your
fam
ily! W
ho c
an p
ick
the
mos
t com
pani
es?
Sym
bolis
m -
now
it’s
you
r tur
n!
Wha
t are
3 c
olou
rs th
at re
pres
ent y
ou a
nd w
hy?
Wha
t are
3 a
djec
tives
that
repr
esen
t you
and
why
?
Do
you
thin
k th
at w
avy
lines
repr
esen
t you
bet
ter,
or s
traig
ht li
nes?
Why
?
Sym
bolis
m -
now
it’s
you
r tur
n!
Cre
ate
your
ow
n sy
mbo
l - a
pic
ture
that
repr
esen
ts y
ou a
s a
pers
on -
usin
g th
e in
form
atio
n yo
u w
rote
on
the
prev
ious
slid
e! I
reco
mm
end
usin
g a
penc
il an
d pa
per s
o th
at it
is to
tally
orig
inal
!
Con
nota
tion,
Imag
ery
and
Sym
bol
Con
nota
tion,
sim
ply
put a
re th
e th
ough
ts a
nd fe
elin
gs w
e ge
t whe
n lo
okin
g at
a p
ictu
re o
r hea
ring
a w
ord.
For e
xam
ple,
see
ing
a pi
ctur
e of
a p
ark
mig
ht m
ake
you
feel
hap
py,
play
ful a
nd e
nerg
etic
. You
mig
ht a
lso
thin
k of
a p
ark
you
like
to p
lay
in, a
pa
rk y
ou h
ave
seen
in a
film
or r
ead
abou
t in
a bo
ok. Y
ou c
ould
als
o th
ink
of a
spe
cific
mem
ory
of p
layi
ng w
ith p
artic
ular
frie
nds,
a b
irthd
ay
picn
ic in
a p
ark
or a
tim
e w
hen
you
got h
urt.
All
of th
ese
thin
gs a
re c
onsi
dere
d a
conn
otat
ion
of a
n im
age
or w
ord.
Whe
n yo
u se
e a
pict
ure
of a
bea
ch, w
hat d
o yo
u fe
el?
Writ
e so
me
feel
ing
wor
ds (e
.g. h
appy
, sad
) her
e.
Whe
n yo
u se
e a
pict
ure
of a
bea
ch, a
re y
ou re
min
ded
of
any
mem
orie
s (th
ings
that
hav
e ha
ppen
ed to
you
in th
e pa
st)?
Writ
e ab
out t
hem
her
e
Writ
e 3
sent
ence
s ab
out t
he b
each
usi
ng y
our c
onno
tatio
ns.
Whe
n yo
u se
e N
ewbr
idge
Hei
ghts
PS
, wha
t do
you
feel
? W
rite
som
e fe
elin
g w
ords
(e.g
. hap
py, s
ad) h
ere.
Whe
n yo
u se
e a
pict
ure
of N
ewbr
idge
Hei
ghts
PS
, are
you
re
min
ded
of a
ny m
emor
ies
(thin
gs th
at h
ave
happ
ened
to
you
in th
e pa
st)?
Writ
e ab
out t
hem
her
e
Writ
e 3
sent
ence
s ab
out N
HP
S u
sing
you
r con
nota
tions
.
© All rights reserved. Permission to copy these worksheets LP -- Worded Maths Worksheet
STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels
MATHAROO Worksheet LP – 30 21
Student Name: ___________________
Grade:_______ Date:_____________
© All rights reserved. Permission to copy these worksheets MP -- Worded Maths Worksheet
STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels
MATHAROO Worksheet MP – 30 21
Student Name: ____________________ G
Grade:_______ Date:______________
© All rights reserved. Permission to copy these worksheets UP -- Worded Maths Worksheet
STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels
MATHAROO Worksheet UP – 30 21
Student Name: ___________________
G ra Grade:_______ Date:_____________
2
3
4
11
© All rights reserved. Permission to copy these worksheets EXT -- Worded Maths Worksheet
STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels
MATHAROO Worksheet EXT – 30 21
Student Name: _______________
Grade:______ Date:__________
3
5
9
13
www.Matharoo.com.au -- Primary Maths Worded Problem Worksheets – ANSWER SHEET
Matharoo ANSWER SHEET for Matharoo sheets 30 21 for week beginning 4th October, 2021
ANSWERS – Matharoo Lower-Primary Worksheet LP 30 21
1. Various guesses
2. 14 times
3. 12 globes
4. 34 blocks
5. 5 balloons
6. 21, 24. 27
7. 7 fish
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
ANSWERS – Matharoo Mid-Primary Worded Worksheet MP 30 21
1. 134 seconds 2. 5/10 = ½ 3. 14 books 4. 6/8 = ¾ 5. 270 seconds 6. 75 books 7. $2.75 8. 1 hour 32 minutes 9. 444 cm = 4 m 44 cm 10. Various answers
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
ANSWERS – Matharoo Upper-Primary Worded Worksheet UP 30 21
1. 36 minutes and 45 seconds
2. 3:10 pm
3. 15%
4. Various answers
5. 88 km
6. 2 minutes 7½ seconds
7. 56 grams
8. 8/33
9. Various answers
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
ANSWERS – Matharoo Extension Worded Worksheet EW 30 21
1. Various answers
2. Very early
3. 15 are happy emojis
4. 40
5. 23 eggs
6. 18/20 = 90%
7. 11 per month
8. 13/15
9. Various answers
Foosball Constraints
1. You are creating a
Foosball Table Model. Use
the Step-by-Step Directions
to help you plan.
2. You need four rows of
players- two rows for each
team.
3. Each team will have 5
players.
4. You may decorate your
players.
5. Your rods holding players
must move so that the
players will kick the ball.
6. The rods must be spaced
carefully so each player
can move.
7. You may add decorative
items if time allows.
8. You may add an opening
or goal for the ball to pass
through.
© Teachers are Terrific!
Step-by-StepDirections
1. Choose a box.
2. Decide which members of
your group will work on the
box, the players, and
décor.
3. Decide on the placement
of the rods that will hold
the players. Make sure the
placement will allow the
players to move. Make
sure the rods are far
enough apart that players
will not kick each other.
4. Mark the spots on the box
that will need holes for the
rods. Make sure these are
at the right height.
5. Decorate the players for
opposing teams.
6. Add 1-2 players to the rods
and place them for the
best possible kicking. Make
sure this works before you
add all the players.
7. Finish decorating the
model.
8. Be ready to compete.
Foosball ChallengeA
SK
NAME______________
How can you use the materials and create a foosball table
model that has players on opposing teams kicking a ball?
IM
AG
IN
EIM
PR
OV
E
REF
LECT
CR
EA
TE
There are two parts to the task- creating the foosball model and decorating the players. What kinds of jobs will you need in your group and what are your beginning ideas?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Sketch and label your idea for the model.
Describe one way you worked together to build the model.
______________________________________
______________________________________
______________________________________
______________________________________
What changes did you have to make as you worked?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
What was the hardest part? What was your favorite part? What did you learn?
Describe a creative part of your model.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
PLA
N
________________________________________
________________________________________
________________________________________
________________________________________
© Teachers are Terrific!
Describe your ideas for identifying the players and decorating the model.
Foosball ChallengeA
SK
SAMPLE ANSWERS
How can you use the materials and create a foosball table
model that has players on opposing teams kicking a ball?
IM
AG
IN
EIM
PR
OV
E
REF
LECT
CR
EA
TE
There are two parts to the task- creating the foosball model and decorating the players. What kinds of jobs will you need in your group and what are your beginning ideas?
We need two people to make the box and the rods. We need the rest to be the decorators. Two of us
will make the players and the others will make the signs and a scoreboard. We all want to make the
players gold and purple and red and black. We want to attach the players to the rods at their middle
not at the top of the stick.
Sketch and label your idea for the model.
Describe one way you worked together to build the model.
Well, really we had to work together on this because there were so many parts to the job. But, especially at the end we were all making more stuff to add.
What changes did you have to make as you worked?
The biggest change was attaching the players. We kept getting them too close together and then the ball could go around the side. So we just kept adjusting where the players were so they could block the ball better. The end zone players needed to be close together though.
What was the hardest part? What was your favorite part? What did you learn?
Describe a creative part of your model.
The hardest part was measuring to get the rods in the right place. Our first set was so crooked and we had to have new holes cut so they would work. Our favorite part was making the players and then playing. I learned to measure carefully.
PLA
N
The players were the best part to make. We made little faces and some of them looked angry and others were puzzled. I just tried to think of emojis when I was drawing.
© Teachers are Terrific!
Describe your ideas for identifying the players and decorating the model.
We are going to color the front and backs of the craft stick players so we can tell the teams apart from every direction. We want a stadium that has people sitting in it and a scoreboard that has hanging numbers so we can change the score. Also, Andy wants to have referees if we have enough sticks.
Photographs
10
Building TimeThe box to the far left has holes made with a
hole punch, but the thicker cardboard of
the brown box needed a different tool. I
keep hole punchers, screwdrivers, and
boxcutters for making holes or cutting
cardboard. Students can use the hole
punchers, but the other tools are off limits.
© Teachers are Terrific!
MISTAKES
I made the holes for this one exactly
where the team had marked them,
but if you look closely you can see
the holes are at different heights on
the far side. We learned to measure
instead of “eye-balling” the
opposite sides of the box.
The team had a very shallow box
and even though their holes were
spaced nicely they found the craft
sticks were just too tall. I snapped
them in half with a wire cutter tool
and they were able to complete
their model. They did discover the
ends of their box were perfect.
Those openings became their goal!
The above team had a very
wide box and their straws and
dowel sticks kept popping out
of the holes. They added
pieces of cardboard to the
ends of the sticks to keep that
from happening!
In the photo below you can
see that they added tape to
the ends of the straws to keep
them from popping out.
Scoring RubricsThe next page is a scoring rubric specific to this challenge.
This rubric is worded only for the entire team effort. If you
wish to individualize this for students to score only
themselves you can change the descriptors using the
editable file.
The descriptive qualities listed are the highest parameters
that might be displayed. Students would score based on
those. If they feel they have upheld what the rubric says
then a score of 4 would be listed. If they didn’t quite reach
that level then they would list a lower number. I am sure
you know how to do this!
There are many ways you can use this rubric. I use them
to allow students to think about their work and whether
they were diligent to the task. The total of the descriptors
can be used as a percentage to determine a grade – if you
choose to use the rubric for grading purposes.
The comment section is for students to write a note about
anything out of the ordinary that happened and does not
have a specific descriptor.
Enjoy
© teachers are terrific12
© teachers are terrific
1= Unsatisfactory 2= Needs to Improve 3= Good Effort 4= Outstanding Effort
For each statement list a score for your effort.
COMMENTS: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Foosball Scoring
ScoreTeam Description
We read the directions about the challenge. We used the constraints of the task to get started. We divided our group into building and decorating teams.
We worked on the separate parts of this project, but we talked frequently to make sure all the parts would work together.
We sketched and shared our ideas for the box and the players. We decided on colors and how the players would be attached and placed.
We made improvements as we worked. We adjusted the players on the rods, added decorative items, and tested everything many times.
We shared our final Foosball model and demonstrated how it worked. We took turns and participated in the competitions.
Our Foosball Model was very successful. The players were decorated and able to kick the ball well. The box had goals at each end and was decorated nicely. We were a great team.
Each group member chose to be part of a team. Box & Rods Team __________________________ Players Team ________________________________ Other décor _________________________________.