Year 4 Term 2, Week 3

Monday : Fact and Opinion You have been learning about information texts and have learnt that information texts provide information about a particular topic using facts. Can you answer these questions? This is your warm up to remind you of your learning. You might like to say your answers out aloud to yourself or to a parent/carer/teacher.

○ What is the purpose of an informative text?

○ What are some types of informative texts?

○ How do informative texts differ from imaginary texts?

Watch the Fact or Opinion for Kids video on YouTube. (if you click hold down shift/command and click on

Fact or Opinion for kids’ it will take you to the direct link) Or https://www.youtube.com/watch?v=FIyt5pEcE_g

After watching this clip, answer the following questions:

○ What is a fact?

○ Where can we find facts?

○ What is an opinion?

Complete the ‘Fact or Opinion - Sentence Sorting Worksheet.’

This will be found at the end of your work booklet.

Fast finishers: Using the ‘Fact and Opinion worksheet’ on the next page of your booklet, pick an

animal you already know information about. Draw a picture of this animal in the middle of the box. Write

down 2 -3 facts about the animal and 2 -3 opinions you have about this animal. Write these facts

around your drawing (facts on one side, opinions on the other side)

For example : Fact: A crocodile is a reptile. Opinion: Crocodiles are the best animals.

Monday: Facts and Opinions

Pick an animal you already know information about.

Draw a picture of this animal in the middle of the box.

Write down 3 - 4 facts about the animal and 3 - 4 opinions you have about this animal. You can do more than 4 if you’d like to!

Write these facts around your drawing (facts on one side, opinions on the other side). For example: Fact: A crocodile is a reptile.

Opinion: Crocodiles are the best animals. Make sure you write down the name of your animal.

Facts Opinions

Independent Reading DAY 1

20 minutes of independent reading Title of book:

Strategy and Activity: Visualising

Good readers visualise or imagine a picture or movie of the text in their minds as they read Imagine a scene from the part of the book you just read. Draw a picture of the scene here.

DAY 2 20 minutes of independent reading

Title of book:

Strategy and Activity: Questioning Good readers ask themselves questions about what they have read. Write three questions about what you just read. It could be a question for a character, the author or something you wonder about the story or text. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

Monday: SKIM READING

Watch the video on Skim reading. See the link in your overview. What have you learnt about skim reading?

Monday: SPINNING SIMMY

1. Where were Simmy and Granny going? _______________________________________________________________________________________

2. Use an adjective to describe each character. Granny ___________________ Simmy ____________________ Rose ______________________

3. Where did Rose come from?

_______________________________________________________________________________________

4. What clues tell us that Rose had ‘time travelled’? _______________________________________________________________________________________ _______________________________________________________________________________________ 5.What does Simmy suggest as a way to time travel? _______________________________________________________________________________________ _______________________________________________________________________________________

6. What do these words mean? Gleaming _______________________________________________________

Platform ________________________________________________________

7. What if you could time travel? Where would you go? Why? _______________________________________________________________________________________ _______________________________________________________________________________________

MONDAY INVERSE OPERATIONS

Remember that division is the inverse or opposite of multiplication. 1. Fill in the blanks for these multiplication/division facts.

2. On your own paper, create a twelve other sets of inverse operation facts for multiplication and division. Challenge yourself with multiples from different decades.(eg a multiple between 1-10, a multiple between 11-20, a multiple between 21-30 etc beyond 100!)

3. Problem Solving: Here is a 100 grid with some of the numbers shaded. What do all the numbers shaded in blue have in common? What do you notice about all the numbers shaded in pink? Can you work out why two of the colours are shaded in a maroon colour?

Find the answer to the division number sentence and then colour that section the corresponding colour.

Division Colour Fun!66 ÷ 11 15 ÷ 3

24 ÷ 4 70 ÷ 7

4 ÷ 2

3 ÷ 3

18 ÷ 6

66 ÷ 6

8 ÷ 2 40 ÷ 540 ÷ 5

40 ÷ 540 ÷ 5 8 ÷ 2

70 ÷ 7

70 ÷ 7

70 ÷

7

70 ÷

7

70 ÷ 10

8 ÷ 2

8 ÷ 2

70 ÷ 10

35 ÷ 7

35 ÷ 7

108 ÷ 12

35 ÷

7

35 ÷

715

÷ 3

15 ÷

315 ÷ 3

15 ÷ 3

8 ÷

2

8 ÷

2

54 ÷ 9

54 ÷ 9

54 ÷ 9

54 ÷ 9

1 white

2 black

3 dark green

4 purple

5 red

6 pink

7 orange

8 yellow

9 brown

10 light blue

11 light green

12 brown

Name: Date:

Tuesday- Writing dot points into full sentences

Can you answer these questions? This is your warm up to remind you of your prior learning. You might like to say your answers out to yourself or to a parent/carer/teacher.

● What is a fact? Give an example of a fact

● What is an opinion? Give an example of an opinion

● Which of these would you find in an informative text and why?

Today you are going to learn how to turn facts written as dot points into full sentences. This is an

important part of planning and writing information reports because we need to write our information into

full sentences and paragraphs.

Look at the Fact File about Sharks . The facts about sharks have been sorted into different categories :

We are going to use the dot points from the fact file and turn them into a full sentence. The changes have been underlined.

Classification 1. Sharks are a type of fish. 2. There are over 450 species of sharks on the planet. 3. Most sharks live for approximately 20-30 years in the wild.

Turn over the page and read the Fact File about Eagles. Use the dot points in each category to write full sentences onto the page Writing Sentences From Dot Points. If you finish quickly, research additional facts about eagles and add them to your fact file!

Spelling - Tuesday

A prefix is put at the start of another word to make a different meaning.There are many prefixes used in mathematics. Knowing the meaning of these prefixes can often help you guess the meaning of tricky words (not only Maths words!) Here are some prefixes: Bi = two Tri = three Mega = very large Semi = half Mono = one

biceps trilogy megastore monolith semicircle

bicycle tricycle megastar monotone semiprecious

binoculars

trio megaphone monochrome semifinal

1. Find out the meaning of the words you don’t know. 2. Use 10 of these words in clear sentences that show the meaning.

BLAST OFF

Be a word detective!

1. Read the introduction to the recipe. Find a word that means the same as ‘dogs’.

2. Find a word that means ‘to massage or squeeze with your hands’.

3. Use the recipe to locate homophones (words that are pronounced the same, but have different spellings) for these words. The first two have been done for you.

knead

4. See how many of these words you can locate in the recipe. Write the words on the lines under each heading.

Command verbs Compound Words Three-syllable words

Word workDoggy Treats: Mint and Parsley Biscuits

need doe dough

flower

plain

board

role

for

poor

bean

knot

there

thyme

WILL WONDERS NEVER CEASE? Summarise the story of Bobby Pearce’s 1928 Olympics event by visualising and drawing a three frame comic to tell this story.

TUESDAY - DIVISION – ARRAYS 1.Write a multiplication and division number sentence that describes each array. The first one is done for you.

4 x 2 = 8 8 2 = 4

2.Part of each of these arrays is covered. Can you still guess the number? Write a multiplication and division number sentence for each array.

3.Using counters, stones, rice grains or whatever you can find, create as many different arrays for these numbers as you can. Write a division number sentence for each one. Which number has the most possibilities? Either draw your arrays on your own paper or take photos and make a digital presentation. Make sure you include the division number sentence for each one. 18, 21, 35, 36, 24, 42, 4. A division number sentence for this array might be

Explain why

_______________________________________________________________________________________ _______________________________________________________________________________________ 5. Draw or create arrays for these numbers on your own paper. Don’t get tricked by ‘remainders’. Write a division number sentence with the ‘r’. You might like to make them first with your materials. 23, 47, 31, 57

nrich.maths.org/5714

© University of Cambridge

Shapes Times Shape

The coloured shapes stand for eleven of the numbers from 0 to 12. Each shape is a different number. Can you work out what they are from the multiplications below?

Week 3 Tuesday Science: NON-CONTACT FORCES, page 1.

Place a pencil on the table in front of you. Do not touch or blow on the pencil. Do not touch the table.

Make a PREDICTION about the force that is being applied to this pencil by answering these questions:

1. What force DO YOU THINK is keeping the pencil on the table?

2. Is this a push or pull force?

Read the below information and highlight the main ideas.

Week 3 Tuesday Science: NON-CONTACT FORCES, page 2.

Watch the 4 videos (links in the Overview).

Revisit the pencil on the table from earlier.

REVIEW your prediction about the force that is being applied to this pencil:

1. What force DO YOU THINK is keeping the pencil on the table?

2. Is this a push or pull force?

Make a list of how you could get the pencil to move onto the floor.

Choose one way and then draw and label a picture explaining the forces that acted upon the pencil.

CREATE A POSTER

Create a poster to show your understanding of non-contact forces. NOTE: You will need to have watched the videos to complete this activity. Your poster MUST include the following 3 things:

1. The different types of non-contact forces, 2. DRAW and LABEL everyday examples for each type of non-contact force, and, 3. ARROWS showing the direction of the force.

Please send your teacher an image of your poster.

Wednesday - Constructing a Paragraph Watch the Paragraph Structure for Information Reports video on YouTube. https://www.youtube.com/watch?v=MPGhEJicbC4 Make sure you read the text on the screen as it appears. After watching, answer the following questions: (you may share your thoughts with yourself, a parent/carer/teacher) ● What is a topic sentence?

● What is the purpose of a topic sentence within an informative paragraph?

● Why are paragraphs so important when writing informative texts?

To write an informative paragraph, you need to follow these steps.

- Introduce the subject using a clear topic sentence.

-State facts about the subject in a logical order.

-Describe the subject using appropriate technical vocabulary. Eg these words are specific to the

topic

- Conclude with a statement about the subject

When writing an informative paragraph, it is important to focus on one aspect of the subject. When you

are ready to move on to another aspect of the subject, it is time to begin a new paragraph. Look at an

example below on Sharks how to construct a paragraph.

Sharks

Just about any animal in the ocean can be a meal to a shark. Almost all sharks are carnivores or meat

eaters. Sharks live on a diet of fish and sea mammals (like dolphins and seals) and even such prey as

turtles and seagulls. They prey on the weakest animals and often approach its prey from below and

behind, so it is less visible to its victim. As you can see, sharks eat a variety of foods.

NOTE: The technical language is underlined.

Topic sentence introducing the subject Just about any animal in the ocean can be a meal to a shark.

Facts about the subject in logical order Almost all sharks are carnivores or meat eaters. Sharks live on a

diet of fish and sea mammals (like dolphins and seals) and even

such prey as turtles and seagulls. They prey on the weakest

animals and often approach its prey from below and behind, so it

is less visible to its victim.

Concluding statement about the subject

As you can see, sharks eat a variety of foods.

Wednesday - Constructing a Paragraph

Using the Writing Sentences From Dot Points sheet from Tuesday about eagles, choose one

category e.g. the size and appearance of eagles.

Use the lined paper to write an informative paragraph about the category you have picked.

Try and use appropriate language features, such as subject-specific vocabulary and include

descriptive language (adjectives, adverbs) to improve the paragraph.

Hint 1- When writing your topic sentence you will need to use your own words to introduce your topic.

Hint 2- The dot points from the eagles worksheet would be your facts

Hint 3- When writing your concluding statement you will need to use your own words to conclude your

paragraph.

When you have finished, carefully edit your work.

Check for:

- Capital letters (to start a new sentence, names of animals)

- Full stops in the right places

- Could I correct any spelling mistakes?

- Does it make sense? Have you left out any words?

- Could I add in any adjectives or interesting verbs?

Information Report: Constructing Paragraphs

Wednesday Paragraph 1- ____________

Thursday Paragraph 2- ______________

Spelling Week 3

Words Day 1 Day 2 Day 3

biceps

bicycle

binoculars

trio

trilogy

tricycle

megastar

megaphone

megastore

semicircle

semiprecious

semifinal

monotone

monochrome

monolith

Use this table for your ‘Look, Cover, Say, Write, Check’ Do this over 3 separate days. Fast Finishers- Can you think of other words that have these prefixes? Write them on a separate piece of paper!

DAY 3 20 minutes of independent reading

Title of book:

Strategy and Activity: Monitoring Good readers think about whether they understand what they have read. Answer these questions about the reading you just did. What new words did I come across? List them. ________________________________________________ _______________________________________________________________________________________ What ‘Super Reading Strategy’ did I use the most? Circle the one you used the most. Predicting Connecting Summarising Visualising Questioning Monitoring Inferring Was there something I wasn’t sure about? A word? A sentence? An idea? Do you understand it now? Explain it. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

DAY 4 20 minutes of independent reading

Title of book:

Strategy and Activity: Predicting Good readers make guesses about what they expect to read next. They use clues in the text to help them guess. What do you think will happen next in the story? What clues help you to make this prediction? Write 1 -2 predictions. State WHAT you think and WHY you think this. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ _____________________________________________________________________________________________________

COLUMBINE AND THE MAGIC TRICK

1. How does Count Cadabra manage to trick everyone? Explain ONE of his tricks. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

2. Harry Houdini and David Copperfield are both famous magicians. Find out three interesting and important facts about each magician. You might like to use these sites:

Harry Houdini https://www.worldbookonline.com/kids/home#article/ar830032 1. 2. 3.

David Copperfield https://www.worldbookonline.com/kids/home#article/ar838757 1. 2. 3.

3. Learn how to do a magic trick and fool your families! Try the ideas at this site or find your own!

https://www.thesprucecrafts.com/magic-tricks-for-beginners-and-kids-2267083

WEDNESDAY – DIVISION AND MULTIPLICATION WORD PROBLEMS

Skipping Week 3

Well done on completing Week 2 skills. If you have not completed those skills, please continue to practice these skills until you have completed them. I have added some more skills for week 3 for you now to complete. You should have a log book and tick off skills you have done so far. Try to do them as a double bounce, single bounce and continuously before you tick off completed. Basic

Backwards Skipping (basic and double bounce)

1. Rope starts at the front of your toes. 2. Rotate rope over your head and time your jump

Tips: When the rope hits the ground behind your legs, jump! Wrists move in clockwise rotation.

Advance

Squat Jump 1. Perform Basic Jump 2. Squat down for next jump with your arms slightly raised 3. Return to upright straddle position after jump.

Tips: A shorter rope can make this easier. More basic jumps between each squat jump.

Can Can 1. Jump on your right foot and lift your left knee up. 2. Jump on your right foot and touch left toe on the ground next to right foot 3. Jump on right foot and kick left foot high 4. Do the same on the opposite leg

Tips: Practice without the rope first and kick/lift legs and knee above waist. Cues: Knee, jump, kick, jump

Difficult

Double Swing with Double Under

1. Swing rope to your left side 2. Swing rope to your right side 3. Open the rope and do a double under 4. Repeat the process

Tips: Fast wrist action to do double under.

Below are some more activities to do while you are at home and some challenges to complete as well. PE with Joe: https://www.youtube.com/watch?v=3Z05939ZMbE Cosmic Yoga: (Star Wars) https://www.youtube.com/watch?v=coC0eUSm-pc Go Noodle: (Get your body moving) https://www.youtube.com/watch?v=fpD9kRyBn8o GetActive@Home: Complete Activities in workbook

Year 4 Healthy Eating

Introduce the Australian Guide to Healthy Eating poster (see attached) 1. What can you see?

_________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do they think the poster means? _________________________________________________________________________________________________________________________________________________________________________________________________________

Each section of the circle are the Five Food Groups. We need to eat food from each food group everyday to be healthy. We also need to drink lots of water everyday. Briefly explain and answer what are the benefits for them to eating each food group, as listed on worksheet 1. Explain why we need to eat more from some food groups and less from others? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activities. 1. Interview someone within your household to find out what they ate yesterday. When

interviewing, remember to ask for the most accurate information. For Example, I had a sandwich for lunch - What did you have exactly? 2 slices of bread, 2 slices of ham, ½ tomato and 1 slice of cheese with a bottle of water 1 litre.

2. Record your interview results on worksheet 2 3. Students then draw the foods into the correct food groups on worksheet 1.

Refer to the Australian Guide to Healthy Eating for correct placement. There are some foods that may not be in the 5 food groups. Leave them out. Only place foods from the Five Food Groups onto worksheet 1..

4. Students complete the questions on worksheet 2.2 and then discuss your findings with the person you interviewed.

Extension activity: Students survey a number of people. Students play the Eafor Health Food Balance game https://www.eatforhealth.gov.au/nutrition-calculators/food-balance

Thursday : Writing a paragraph

Today you are going to write another informative paragraph about eagles.

Using the Writing Sentences From Dot Points from Tuesday choose a different category e.g. Diet and

Eating Habits

Like yesterday, use the lined paper provided to write your next informative paragraph about the next

category.

Try and use appropriate language features, such as subject-specific vocabulary and include

descriptive language (adjectives, adverbs) to improve the paragraph.

When you have finished, carefully edit your work.

Check for:

- Capital letters (to start a new sentence, names of animals)

- Full stops in the right places

- Could I correct any spelling mistakes?

- Does it make sense? Have you left out any words?

- Could I add in any adjectives or interesting verbs?

If you finish quickly, research more facts about eagles perhaps you could find some pictures of them!

SPELLING - THURSDAY 1.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.______________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________3.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9._______________________________________________________________________________________________________________________________________________________________________________________________________10._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BLAST OFF

Compare and contrast Read ‘Delightful Dogs’. The author explains lots of similarities and differences between dogs and wolves.

1. Record all the similarities you can find between both animals in this box.

2. Now write all the differences you can find between dogs and wolves in this box.

3. What type of dog would you like to have as a pet? Write a paragraph explaining your choice. Includesome of the features of the dog in your response.

History - Lesson 2 - Life on Board the Prison Hulks in London Thursday

Read the information in the boxes. You may like to highlight or underline the important facts.

A tough life

The living quarters were very bad. The hulks were cramped and the prisoners slept in fetters (leg irons). The prisoners had to live on one deck that was barely high enough to let a man stand up. Attempts by any prisoners to file away or knock off the chains around their waists and ankles led to floggings, or solitary confinement in tiny cells with names like the 'Black Hole'.

The convicts were confined in these overcrowded, filthy, stinking, floating dungeons. The hulks were filled with rats and lice. There was no clean water to wash in and there were not enough bathrooms. The hulks were in a terrible condition, some leaked and the rain often came in and saturated the prisoners, their clothes and their bedding.

Appalling conditions

Conditions on board the floating gaols were appalling. The hulks were filthy and disease spread quickly. A lot of prisoners caught ‘gaol fever’ - they suffered high fevers, headaches and rashes. Prisoners also became very sick because the water was contaminated.

At first, patients, whatever their state of health, lay on the bare, cold, dirty floor. Later they were given straw mattresses and their heavy leg irons were removed.

The diseases caused many convicts to die - nearly 2000 out of almost 6000 convicts serving their sentence on board the hulks died.

History - Lesson 2 - Life on Board the Prison Hulks in London Thursday

Food on the hulks

The quality of the prisoners' food was very poor. They were given small, daily meals consisting of:

- ox-cheek, either boiled or made into soup, - peas - bread or a biscuit.

The biscuits were often mouldy and green on both sides.

On two days a week the meat was replaced by oatmeal and cheese.

Each prisoner had badly filtered water, drawn from the polluted river.

Convict dress

The men were poorly dressed as well as unhealthy.

They were supposed to have:a linen shirt, a brown jacket and a pair of breeches.

However, many had no shirts, some no waistcoats, some no stockings, and some no shoes. Many convicts died of the cold in Winter.

Reading Skills Skimming and Scanning

We do different types of reading when reading information texts, such as:

Skimming (to get a general impression),

Reading (to recall details),

Re reading (to remember details and key ideas) and

Scanning ( to locate specific information).

1. Find an information book at your house. Set a timer for 20 seconds. Open the book at a

random page and skim read the text to get a general impression. What is this text about?

2. Read the first paragraph like you would normally read. What details can you recall?

3. Re-read first paragraph to remember details. Put a piece of post-it note under key words.

What are your key words?

4. The final skill scanning for specific information. Ask a parent or carer to choose a word on the page. Quickly scan the page to find the word.

What was the word? How quickly did you find it?

Spelling-Friday

Fast Finishers: Draw a picture to illustrate the words you think of.

When words end in ‘f’ or ‘fe’, change The ‘f’ or ‘fe’ to ‘v’ before adding ‘es’. E.g. half - halves knife - knives Exceptions- cliffs, chiefs, roofs, dwarfs and

handkerchiefs Think of and write down 5 other

examples.

1. 2. 3. 4. 5.

When a word ends in ‘o’ and

comes after a consonant, add ‘es’ to make the plural. E.g. hero - heroes dingo- dingoes

Exceptions- pianos, solos, banjos, Eskimos and radios

Think of and write down 5 other

examples. 1. 2. 3. 4. 5.