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Term 2 Week 3

Hi to all the Woree

State School families.

ABOUT THIS PACK This teaching pack has been developed by the cohort of teachers in your child’s year level. It

contains a range of sequenced activities to be completed at home by the children with

support from parents and guardians. The purpose for Week 1 and 2 was to establish routines

and adjust to learning at home. The purpose of Week 3 and 4 is to offer curriculum as close as

possible to what would have been delivered at school.

The pack includes activities covering content from the Australian Curriculum in the key

learning areas: English, Mathematics, Science, HASS and Health. The pack also includes

specialist activities from the key learning areas: Physical Education, The Arts, Japanese (Years

3 to 6) and Music (Prep to Year 2). For Activating Wellbeing activities please see the

Mindfulness Booklet provided in Week 1.

HOW TO USE THIS PACK A daily activity checklist has been included for each school day. You can create your daily

timetable to suit your child’s learning from home based on the daily checklist and other

additional home activities. Be sure to include meal breaks and time to play.

Each activity should be completed in 30-45 minutes. Please allow as much time as needed for

the completion of each lesson. Watch for signs of fatigue that may suggest a break is needed.

KEEPING IN TOUCH…. Please keep these booklets and return them to school when you collect your next booklets.

Your child’s teacher will be in touch early in the week to notify you when they are available to

talk and provide feedback or clarify issues about these Learning from Home materials.

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Week 3

My Day

Time Activity

Sample Timetable

Monday Checklist

Activating Wellbeing Activity

English Activity

Reading

Mathematics Activity

Science Activity

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Lesson 1 English Features of Quest Stories Year 4

Today’s lesson will help students to understand the unique themes and

language features of quest stories.

Learning goals

Explain the theme of a quest

story.

Explain the language features of

a quest story.

Things you will need

Photocopied book ‘The Cauldron of

Tamoui’ (Reading & Literacy Booklet)

Worksheet ‘Features of Quest

Stories’

Pencil

Rubber

Lesson steps:

1. Read the “Things you need to know”. This will help you to

understand the features of quest stories.

2. Look at the cover and illustrations (pictures) from the quest

story “The Cauldron of Tamoui”. This is in the Reading &

Literacy booklet.

3. Answer questions 1 and 2 on the worksheet “Features of

Quest Stories”.

4. Now read the quest story “The Cauldron of Tamoui”.

5. Answer questions 3, 4, and 5 on the worksheet “Features of

Quest Stories”.

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Things you need to know In this unit, you will be exploring a quest novel.

FEATURES OF QUEST STORIES

Let’s begin by learning about the features of quest

stories. A quest novel, film or story tells of an

adventurous journey undertaken by the main

character to find a solution to a problem. In the

quest, this character usually meets with and

overcomes a series of obstacles. In the end, they

return with a solution to the problem and the benefits

of knowledge learned along the way. Often, the

character that provides the solution to the problem is

the character who seems like the most unlikely hero.

Quest stories are highly imaginative. They are

sometimes set in imaginary worlds with fantastic

creatures. They are often set in the past and have

themes of good and evil. They contain a series of

obstacles to overcome, tests to be challenged by,

riddles to be solved or dangerous missions to

complete.

In quest stories, the main character may appear to be

weak, shy or cowardly at the beginning of the story

and may seem like they will not be able to complete

the journey. By the end of the story, through the

challenges they have to overcome, the way they see

themselves and the way others see them, has usually

changed to strong, confident and heroic.

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English - Lesson One – Features of Quest Stories Let’s look at an example of a quest story. So far you have learned that

characters in quest stories go on amazing journeys. Look at the cover and

illustrations in the book ‘The Cauldron of Tamoui’ (Reading & Literacy

Booklet). Answer the following questions about the book.

1. What do the illustrations (pictures) tell you about the main

characters in this story?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

2. What do the illustrations (pictures) tell you about some of the

events that occur in this story?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Now read the story aloud and answer the questions below.

3. What are some of features of a quest story that you recognised in

The Cauldron of Tamoui?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

4. How did the author build excitement and create tension in the story?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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5. Remember the features of quest stories. Explain why The

Cauldron of Tamoui is a good example of a quest story. You may

like to write about the characters, the events and/or the setting.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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Mathematics Lesson

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Place Value – 5 Digit

numbers

Year 4

What - recognise, read and represent numbers to 10 000 and beyond

Why – to understand how a number works

Lesson goals

Recognise and read 5 digit numbers

Describe the place value of a digit

Things you need

Worksheet “Place Value – 5

Digit numbers

Pencil

Rubber

Lesson steps:

1. Read “Things you need to know”.

2. Look at the MAB model (question 1) on the worksheet

“Place Value – 5 Digit Numbers”.

3. Write the number in digits.

4. Write the number in word form.

5. Write each digit into the place value chart.

6. Repeat each step for question 2.

7. Challenge question:

Draw your own MAB five digit number (question 3).

8. Repeat steps 3-5 for your own 5 digit number.

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Things to know

How we read 5 digit numbers using a place value chart:

We read this number seven hundred and fifty-four.

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If we add a 4 to the thousands column, we now read this number as four

thousand, seven hundred and fifty-four.

If we add a 5 to the ten thousands column, we now read this number as fifty-

four thousand, seven hundred and fifty-four.

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Place Value – 5 Digit Numbers Name: Date:

1.

Number:

Word Form:

Place Value Chart: Ten

Thousands

Thousands Hundreds Tens Ones

2.

Number:

Word Form:

Place Value Chart: Ten

Thousands

Thousands Hundreds Tens Ones

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3. Draw your own MAB five digit number.

Number:

Word Form:

Place Value Chart: Ten

Thousands

Thousands Hundreds Tens Ones

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Science Lesson 1 Characteristics and needs of living things Year 4

What – Understand that living things have characteristics and needs

Why – Living things need different things to survive Lesson goal

Classify things as living or non-

living

Follow a procedure to set up

seed growing experiment

Things you need

Science workbook

Pencil and red pen

Ruler

Glue and scissors

Glass of water

‘Living things – Sort activity’

worksheet

‘Experiment – Watching

beans grow’ Bean growing

experiment kit (supplied in

pack)

Lesson Steps:

1. Look at and read “Things you need to know”.

2. Find your ‘bean growing experiment kit’ and remove the seeds. Place these in a glass of

water to soak.

3. Rule up a page in your ‘Science’ workbook. Title your work

‘Characteristics and needs of things’ and write the date in

the margin.

4. Draw a horizontal line through the middle of your page so

that you have two sections. Label the top section ‘Living

things’. Label the bottom section ‘Non-living things’.

5. Find the worksheet ‘Living things – Sort activity’ and cut

out each picture.

6. Look at each picture and decide if it is a ‘living thing’ or a ‘non-living’ thing. Glue the

picture into the correct section of your book. Repeat this step for all of the pictures.

7. Write a sentence at the bottom of your page, explaining how you know if something is

living or non-living.

8. Locate the worksheet ‘Experiment – Watching beans grow’

You will need to read the instructions on the worksheet to set up your growing

experiment.

9. Draw a picture of your beans every week as they grow. Make sure you include any little

changes you see.

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Things you need to know

Living and Non-Living things The full video can be accessed at: https://www.youtube.com/watch?v=lTFu378qrlY *Please be aware that we have no control over what ads appear before, after and around a YouTube video. We would advise

that parents supervise the watching of these and practice internet safety.

Living things are called organisms. They need food, water and air to stay alive.

They can grow and can move.

Non-living things are things that are not alive. They cannot move by themselves,

they do not grow or need food or water to survive.

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Steps:

1. Remove all items from your seed growing kit. You

should have already soaked your beans in water.

2. Wet paper towel and then squeeze out any extra

water. It should be damp, not soaking.

3. Fold up the paper towel so that it fits flat into

the bag. Place the paper towel inside the bag.

4. Place the two cotton balls into the bottom of the

bag.

5. Place the seeds on top of the cotton wool. Make

sure they don’t sit right on the bottom of the bag.

6. Seal the bag with the zip lock. You do not want any

air getting out.

7. Place the bag up against a window that gets lots of

sun light.

8. Watch your seeds grow!

Turn over the page to draw your experiment and any changes you see

as the seeds grow.

Things that you need (equipment) Seed growing kit supplied in pack (zip lock bag, paper towel, cotton wool

and bean seeds)

Water

Pencils

Experiment:

Watching beans grow

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In each box, draw what you can see in your growing bag. Make sure

you pay attention to little changes and add them in.

Day 1 (Example)

Day 1

Day 7

Day 14

Day 21

Day 28

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My Day

Time Activity

Tuesday Checklist

Activating Wellbeing Activity

English Activity

Reading

Mathematics Activity

HASS Activity

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Lesson 2

English Responding to a Quest Story Year 4

Today’s lesson will help students to understand how to respond to a quest

novel.

Learning goals

Respond with my thoughts about

a quest story.

Respond to literal comprehension

questions about a quest story.

Things you will need

Photocopied book ‘The Cauldron of

Tamoui’ (Reading & Literacy Booklet)

Worksheet ‘Responding to a Quest

Story’

Pencil

Rubber

Lesson steps:

1. Read the “Things you need to know”. This will help you

to understand what to look for in the story.

2. Reread the quest story “The Cauldron of Tamoui”

(Reading & Literacy Booklet) aloud to a member of your

family.

3. Answer questions 1-8 on the worksheet “Responding to a

Quest Story”.

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Things you need to know

As you reread the quest story The Cauldron of Tamoui, pay attention to the language features that the

author uses, particularly the noun groups. Look at the table below to remind yourself of different

language features.

During this unit, you will learn more about how authors use these language features to develop ideas

about characters, settings and events.

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English - Lesson Two – Responding to a Quest Story Reread The Cauldron of Tamoui aloud to a member of your family.

Answer the following questions about the book.

6. What is the main problem in the land of Tamoui?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

7. Which character decided to go on a quest to find the magical

cauldron?

________________________________________________________

8. How did his family react when he told them of his plan?

Give examples of some of the direct speech they used.

________________________________________________________

________________________________________________________

9. Where was Kadafin when he met Oshi?

________________________________________________________

10. What did Rosa the enchantress do when her magical cauldron

was stolen?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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11. What noun group did the author use on page 24 to describe the

object found by Kadafin and Oshi?

________________________________________________________

12. What noun groups did the author use on page 26 and 27 to

describe the setting? List them below.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

13. Now that you have identified noun groups as a language feature

in The Cauldron of Tamoui, explain why you think the author used

them in her story.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

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Lesson 2 Mathematics Four Operations (Addition

Problems)

Year 4

What – Use strategies to solve addition problems for numbers with place values in the

hundreds.

Why – To be able to solve addition problems in real life situations.

Lesson goal

Recognise the value of digits in

numbers up to the hundreds e.g.

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Solving addition problems using

regrouping.

Things you need

Pencil

Rubber

Ruler

Maths Book

Small objects e.g. buttons,

pebbles, papers clips etc…

Lesson steps:

1) Practise Activity:

Collect 20 small items around the house e.g. paper clips, buttons,

etc...

Complete the following addition problems using the materials you have

collected.

a. 12+5=

b. 8+10=

c. 6+13=

2) Learning for addition with regrouping:

Read the information in the “Things to Know” section.

3) Complete the Addition work sheet.

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Things to know

How to Solve Addition problems with re-grouping

First, add the numbers in the ones column.

(3+8=11)

We write the digit in the ones column of

11 underneath the numbers being added.

i.e. 3+8

If the numbers in the ones column

add to a number higher than ten, for

example 11, we carry the ten digit above

the next place value i.e. the tens column.

Now we add that 10 to the next

place value.

Secondly, add the numbers in the

tens column. (1+7+5=13)

We write the digit in the ones

column of 13 underneath the

numbers being added i.e. 1+7+5

If the numbers in the tens column

add to a number higher than ten,

for example 13, we carry the ten

above the next place value i.e. the

hundreds column.

Now we add the hundreds in the

next place value.

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Thirdly, add the numbers in the

hundreds column. (1+3+1=5)

It is always very important to write

your algorithms so that each number

is in the correct place value column,

as shown in this problem.

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3 Digit Addition Worksheet

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Lesson 1 HASS Place and the

Environment

Year 4

What – Understand the effect that places and environments can have on the

way people live.

Why – To understand that people live and behave in different ways due to

where they live and the environment they are raised in.

Lesson goal

Understand how people change their

environment.

Understand how environments can affect

how people live.

Things you need

Pencil

Rubber

Lesson steps:

1. Inspire: Pause for 2 minutes to think about where you live

and answer the following questions. a. Are there many hills or mountains near where you live? Yes/No.

b. Are there many shops or restaurants near your home? Yes/No.

c. Are there any parks, beaches or playgrounds near your home?

Yes/No.

d. What are some of your favourite activities to do outside of your

home near where you live?

_________________________________________________________

________________________________________________________

2. Read carefully through the PowerPoint slides in the “Things

to Know” section.

Answer the questions Henry the HASS rhino asks.

Remember your answers do not need to be long.

3. Complete the activity sheet at the end of the lesson.

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Things to know

Write a short answer here:

__________________________________________________________________________________

Write a short answer here:

Write a short answer here:

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Write a short answer here:

Write a short answer here:

Write a short answer here:

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People and the environment

Examine the images of places below. Identify and describe how people and the environment are

influencing each other.

Image How are people changing the

environment? How is the environment

affecting how people live?

i

ii

iii

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My Day

Time Activity

Wednesday Checklist

Activating Wellbeing Activity

English Activity

Reading

Mathematics Activity

Health Activity

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Lesson 3 English Character Development Year 4

Today’s lesson will help students to understand how the author uses language

to show how a main character is represented.

Learning goals

I will show how a character is

represented with an illustration

and matching language features

from the story.

Things you will need

Photocopied book ‘The Cauldron of

Tamoui’ (Reading & Literacy Booklet)

Worksheet ‘Character Development’

Pencil and rubber

Scissors and glue

English book

Lesson steps:

1. Read the “Things you need to know”. This will help you

to understand what to look for in the story.

2. Reread the quest story “The Cauldron of Tamoui” aloud

to another member of your family. You might even like to

read it to your pet.

3. Answer questions 1-8 on the worksheet “Character

Development”.

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Things you need to know

Let’s review what we know so far about quest stories.

Thinking about what you have learned so far from The Cauldron of Tamoui, you should have begun to

create a picture in your mind of what each character is like. In this lesson, you will sketch a character

from the story and write four noun groups that accurately describe the character.

First, let’s review noun groups.

Authors use these to create rich, detailed stories that are entertaining for their readers.

Definition

Noun groups are groups of words formed around

a head noun.

They usually consist of an article (the, a, an)

and included adjectives that give more

information about the noun.

Examples

The big brown cow is lying in the sun.

The cheeky little garden gnome stood quietly on

top of the grassy green hill.

The big yellow excavator carefully cleared the

ground for a new tall building in the city.

We also need to review direct speech, as you will notice lots of this in The Cauldron of Tamoui.

Authors use this to help describe their characters.

Definition

Direct speech is what the character actually

says.

It appears in text with quotation marks (“a”).

Examples

“I will do the dishes for you Dad,” I smiled.

“I love writing stories,” Mrs Wilde said happily.

Melissa replied, “Reading stories is more fun.”

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English - Lesson Three – Character Development

Reread The Cauldron of Tamoui. Choose a character from The Cauldron of Tamoui. You might choose Kadafin, Oshi or Rosa the

enchantress. Sketch this character in the box below. Write four noun groups in the bubbles that describe your character.

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1. Give an example of direct speech made by your character.

_________________________________________________________________________________________________________

2. What does this direct speech tell you about your character?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3. Explain how your character changed throughout the story.

At the beginning of my story, ________________________________________________________________________________

________________________________________________________________________________________________________

I know this because ________________________________________________________________________________________

At the end of my story, _____________________________________________________________________________________

________________________________________________________________________________________________________

I know this because ________________________________________________________________________________________

Lesson 1 Mathematics Time – Half Past and

Quarter Past

Year

4 What – We are learning to tell time to the half hour and quarter hour on an

analogue clock.

Why – To be able to accurately read analogue clocks in real life situations.

Lesson goal

Identify the time on an

analogue clock to the nearest

half hour or quarter hour.

Things you need

Sharpened Pencil

Ruler

Rubber

Lesson steps:

1. Practise Activity: Identify and write the time shown on these analogue

clocks.

2. Read the “Things to Know” section and answer any questions

that are given.

3. Complete the ‘Tell the Time’ worksheet at the end of the

lesson.

Things to know

Below is an analogue clock.

There are 60 seconds

in 1 minute and 60

minutes in 1 hour!

The short hand points to the hours.

This is the hour’s hand.

The long hand points to the minutes.

This is the minute’s hand.

Every small line on this clock represents

1 minute.

Each of the numbers

(1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12)

represents five minutes.

When the minute hand is on the 3 that

means 15 minutes have past the hour

(quarter past). You see this by counting

the numbers from 1.

(1 equals 5 minutes, 2 equals 10 minutes,

3 equals 15 minutes)

On this clock, the hour hand is pointing

just past the 6, and the minute hand is

resting on the 3.

On this clock it shows that the time is

6:15 or quarter past 6.

What is the time on this clock? _______

What is the time on the clock?________

What is the time on this clock?___________

On this clock, the hour hand is pointing

half way between 1 and 2, and the

minute hand is resting on the 6.

On this clock, it shows that the time is

1:30 or half past one.

When the minute hand is on the 6 that means 30

minutes have past the hour (half past). You see this

by counting the numbers from 1.

(1 equals 5 minutes, 2 equals 10 minutes, 3 equals

15 minutes, 4 equals 20 minutes, 5 equals 25

minutes, 6 equals 30 minutes).

Tell the time worksheet

Health Lesson 1 My culture Year 4

What – Find out information about your own and others’ culture

Why – To understand that people have different cultures

Lesson goal

Understand what culture is

List information to describe

your heritage and culture

Things you need

Worksheet – “All about my

culture”

Pencil

Coloured pencils

Rubber

Lesson steps:

1. Look at and read “Things you need to know”.

This will help you understand what culture is. * The video can also be accessed at https://www.youtube.com/watch?v=8jxU4Giyb

*Please be aware that we have no control over what ads appear before, after and around a YouTube video. We would

advise that parents supervise the watching of these and practice internet safety.

2. Complete the worksheet

“All about my culture”

Things you need to know

Ana, I am making a movie

all about us, well, the

Japanese part of us. What about the

Mexican part of us?

We will make another

one with our Mexican

culture later.

The movie is about a lot of

things… Like what our family

believes, like respecting our

elders. It’s also about things

we think are important.

When we talk about these

things all together, we

call it CULTURE!

We are the Yamamoto

Diaz family. Mum’s side

is Japanese and Dad’s is

Mexican.

It’s also about things that

the Japanese have done

for many years. We call

these traditions.

We eat traditional

food from both places,

and accept each

others’ differences.

My Day

Time Activity

Thursday Checklist

Activating Wellbeing Activity

English Activity

Reading

Mathematics Activity

Japanese Activity

Lesson 4 English Interpreting Author’s Use of

Language

Year 4

Today’s lesson will help students to understand how the author uses language

to show how characters are represented in stories.

Learning goals

I will identify the verbs used by

the author to represent

characters.

I will interpret this language to

explain how it shows detail about

the characters.

Things you will need

Photocopied book ‘The Cauldron of

Tamoui’ (Reading & Literacy Booklet)

Worksheet ‘Interpreting Author’s

Use of Language’

Pencil and rubber

Scissors and glue

English book

Lesson steps:

1. Read the “Things you need to know”. This will help you

to understand what to look for in the story.

2. Reread the quest story “The Cauldron of Tamoui” aloud

to another member of your family. You might even like to

read it to your pet.

3. Answer questions 1-9 on the worksheet “Interpreting

Author’s Use of Language”.

Things you need to know Let’s review what we know so far about quest stories.

Let’s review what we know so far about quest stories.

Let’s review verbs and verb groups.

Authors make particular language choices when using verbs to show characters’ behaviour, actions,

thoughts and feelings through different events in the story. Using interesting verbs and verb groups

makes stories very entertaining!

Definition

Verbs are words that describe the

happening or state in a sentence.

They show the doing (actions), thinking,

feeling, saying or being.

Examples of verbs

Kadafin tripped on something and fell.

The old bathroom tap slowly dripped all through

the night.

The happy little hermit crab crawled quickly

across the sand.

Examples of verb types

Action verb = woke

Just as the sun was rising above the mountains, Kadafin woke before anyone else.

Thinking verb = decided

Kadafin suddenly decided that he would find the magical cauldron.

Feeling verb = wished

Kadafin often wished his sisters wouldn’t make fun of him.

Saying verb = suggested

“Maybe we can find it together,” suggested Kadafin.

Being verb = was

His tummy was rumbling.

In this lesson, we will be

identifying and interpreting the

verbs and verb groups used by

the author.

You will also need to remember

the features of quest stories.

were aching

was getting scared

English - Lesson Four – Interpreting Author’s Use of Language Read the sentences below. The verbs are circled.

We learn more about the characters through their actions.

1. The author shows

you what Kadafin’s

sisters did when he

told them of his

plan. What did they

do?

__________________

2. What saying verb

does the author use

to tell you how Dara

spoke to Kadafin?

__________________

3. What does this tell you about the types of characters Kadafin’s sisters might

be?

________________________________________________________

________________________________________________________

________________________________________________________

4. Explain why you think the author created Kadafin’s sisters in this way. ________________________________________________________

________________________________________________________

Circle the verbs the author

has used on this page.

5. Write the verb groups

that tell you how

Kadafin felt when he

reached the edge of the

forest.

______________________

______________________

______________________

___________________

Circle the verbs the author

has used on this page.

6. Write the verbs that tell

you about Kadafin and

Oshi’s actions as they

continued on their quest.

______________________

____________

______________________

______________________

_______

7. Why are Kadafin and Oshi acting this way? What has happened to them?

________________________________________________________

________________________________________________________

________________________________________________________

Reread the ending of The Cauldron of Tamoui. 8. How did Kadafin & Oshi’s families react when they returned home with the

magical cauldron? What verbs does the author use to tell you show they

reacted?

________________________________________________________

________________________________________________________

________________________________________________________

9. How do you think Kadafin & Oshi’s felt when they succeeded on their

quest? Use examples from the story to support your opinion.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Lesson 4 Mathematics Properties of Odd and

Even Numbers Year 4

What – To see the patterns and relationships between odd and even numbers

Why – So you can see the difference between odd and even Lesson goal

You will look at the patterns and

relationships between odd and even

numbers.

Things you need

Pencil

Rubber

Ruler

Maths Book

Scissors

Glue

Resources

Number Flash Cards

Odd/Even Rationing

Worksheet

Lesson steps:

1) Read the ‘Things to Know’ sheet.

2) Practice Activity: Cut out the number flash cards (from 1-20).

Draw a T chart into your Maths Book and write headings Odd & Even

Glue odd and even numbers into their correct column

3) Activity: Read and answer the questions from the odd/even rationing worksheet.

Things to know

Numbers can be classified as odd or even.

We can prove a number is odd or even by making a pattern, e.g.

4 is even 3 is odd

An even number can be shown as pairs. That means they can be divided

evenly by 2.

An odd number is not shown as pairs.

Even numbers end in; 0, 2, 4, 6 & 8.

Odd numbers end in: 1, 3, 5, 7 & 9.

Number Flash Cards

Investigating odd/even rationing Worksheet

Exercise 1

During droughts, people are asked to reduce the amount of water they use. This is called rationing.

In some places when water restrictions are enforced, you are allowed to water your gardens to an

odds and evens system. For example, in Townsville, even numbered houses can water their

Gardens on Tuesdays and Saturdays and residents in odd numbered houses can water on

Wednesdays and Sundays.

Look at the following letterboxes from Townsville below. Put a circle around the letterboxes where

people are allowed to water their gardens on a Saturday.

Exercise 2.

To reduce smog in big cities like Beijing, odd/even number plate rationing is used to control the number

of cars on the road. For example, cars with number plates ending with an odd number are driven on

odd numbered dates ( e.g. number plate AFR-231 can be driven on 23rd of April) while number plates

with an even number travel on even numbered days (e.g. number plate AFR-222 can be driven on 28th

of April).

Look at the following number plates. If an odd/even number plate policy was used in your area put a

circle around the cars that can be driven the 16th of July.

Choose an activity from the Japanese fun grid.

Japanese Lesson 1

My Day

Time Activity

Friday Checklist

Activating Wellbeing Activity

English Activity

Reading

Mathematics Activity

PE Activity

OR

ARTS Activity

Lesson 5 English Developing Meaning Year 4

Today’s lesson will help students to gain a deeper understanding of story

elements.

Learning goals

I will identify whether

statements about ‘The Cauldron

of Tamoui’ are fact or fiction.

I will explain my thoughts using

evidence from the story.

I will construct a short story.

Things you will need

Photocopied book ‘The Cauldron of

Tamoui’ (Reading & Literacy Booklet)

Worksheet ‘Fact or Fib’

Pencil and rubber

English book

Lesson steps:

1. Reread the quest story “The Cauldron of Tamoui”.

2. Respond to the statements on the worksheet “Fact or

Fib” with FACT or FIB. Justify (explain) why you have

answered FACT or FIB using evidence from the story.

3. Rule up a new page in your English book. Title your work

‘My quest story’ and write the date in the margin.

4. Write a short quest story. You may use your own

imagination to create your story, or you may choose to

use the stimulus picture on the worksheet provided. Be

creative!

Fact or Fib Worksheet Write FACT or FIB in the table below and justify your opinion using

evidence from the story.

Statement Fact

or

Fib?

Why? Justify your opinion using

evidence from the story.

The magical cauldron was

buried deep in the desert.

(p.1)

_________________________________

_________________________________

_________________________________

Oshi never listened to her

elders. (p.3)

_________________________________

_________________________________

_________________________________

Kadafin wished he and his

family did not have to go

hungry. (p.5)

_________________________________

_________________________________

_________________________________

Kadafin’s sisters were cruel

to him. (p.6)

_________________________________

_________________________________

_________________________________

On the first day of his quest,

Kadafin doubted himself.

(p.9)

_________________________________

_________________________________

_________________________________

When Kadafin suggested to

Oshi that they search for the

magical cauldron together,

she did not think this was a

good idea. (pg.11)

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Kadafin and Oshi were

afraid of the strange noises

coming from the enchanted

forest. (pg.13)

_________________________________

_________________________________

_________________________________

Tania was kind to Kadafin

and Oshi. (pg.14)

_________________________________

_________________________________

_________________________________

Rosa conjured a spell that

made all of the villagers go

hungry. (pg.17)

_________________________________

_________________________________

_________________________________

Statement Fact

or

Fib?

Why? Justify your opinion using

evidence from the story.

Kadafin and Oshi were

chased by enchanted trees.

(pg.19)

_________________________________

_________________________________

_________________________________

When Kadafin and Oshi

encountered Rosa, the old

enchantress, she was mean

to them. (pg.21)

_________________________________

_________________________________

_________________________________

Kadafin and Oshi struggled

as they continued on their

quest. (pg.23)

_________________________________

_________________________________

_________________________________

Kadafin and Oshi discovered

the magical cauldron on a

tree stump. (pg.25)

_________________________________

_________________________________

_________________________________

When Kadafin and Oshi

returned with the magical

cauldron, their families were

proud of them. (pg.26)

_________________________________

_________________________________

_________________________________

_________________________________

This week, you have been introduced to quest stories. You have learned about

the features of quest stories and reviewed some of the language used by authors

to create rich, detailed stories that are entertaining for their readers.

Your final task for the week is to write a short quest story of your own, in your

English book. You may use your own imagination to create your story, or you

may choose to use the stimulus picture below to guide you. Be creative!

Lesson 4 Mathematics Describing Locations on

Maps Year 4

What – To draw a map of your neighbourhood.

Why – So you know what a map is and the key features of a map.

Lesson goal

To design a map of your

neighbourhood

Add the key features of a map

Things you need

Pencil

Rubber

Ruler

Colour pencils

Resources

Example of Map

Blank map template

Activity: Draw a map of your neighbourhood on the blank map

template.

Read the Things to Know page.

Look at the example map.

Use the example map to help draw your map on the blank

map template.

Your map should include your home, streets, park (if

any), friend house or shops in your neighbourhood.

Your map needs to have:

1) A Border

2) An Arrow facing North

3) A legend

4) A Title

Things to know

What is a Map?

What key features need to be added to a map.

All maps needs to show the

direction of North

Images supplied by C2C

Example of Neighbourhood Map

Image obtained from https://www.nationalgeographic.org/maps/neighborhood-map/

My Neighbourhood

PE Lesson 1

Long jump

Set up a long jump pit of pillows

Make a line with some

tape, a rope or shoes etc.

Place pillows or

something soft (mattress,

blanket) after your line.

Get a 10-step run up and practice

your jumping into your pit:

- Make sure you jump before

the line and don’t touch the

line.

- Land with bended knees and

measure your jump.

See how far you can jump with

different sized run ups.

The Arts Lesson 1

Focus 40 Week 3

Additional Home Activity Ideas