Class 9Blue LEARNING@HOME - Term 2 Week 2
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Term 2
Week 2
Class 9Blue
LEARNING@HOME
9Blue Suggested Schedule
Time Monday Tuesday Wednesday Thursday Friday
Lesson 1:
8:55am - Mathematics Mathematics Mathematics Mathematics English
9:45am
Lesson 2:
9:45am - English English English Electives Physical Activity
10:35am
10:35am –
Recess
11:05am
Lesson 3:
11:05am – HASS HASS Electives HASS HASS
11:55am
Lesson 4:
11:55am – Religion Science Electives Science Science
12:45pm
12:45pm –
Lunch
1:15pm
Lesson 5:
1:15pm - Electives Religion Science Rite Journey Rite Journey
2:05pm
Lesson 6:
2:05pm – Electives Physical Activity SEL Physical Activity Electives
2:55pm
Learning@Home Curriculum Guide
Subject: Religion
Teacher: Hannah Blowes
Email: hannah.blowes@cc.catholic.edu.au
Lesson: Task: Evidence:
Read through the ‘components of religion’
information sheet and summarise each Take a picture and submit
1
component in your own words, including a via teams.
related picture.
Read through the table on components of
Religion and culture. Using the Christianity
column as a model for responses, research Take a picture and submit
2
the other cultures and complete the table. via teams.
Ensure your responses are detailed and
include examples.
Subject: English
Teacher: Troy Clohessy
Email: troy.clohessy@cc.catholic.edu.au
What you have to do /
Components How your progress will be
monitored
1. READ & RESPOND: • You will find a channel labelled
“Reading Blog” in our Teams page.
• Once a week, you must post into
Continue with this, and if you haven’t been doing it, I can’t state how important it is: this blog.
READ FOR AT LEAST 30 MINUTES EVERY SINGLE DAY. • You should include thoughts and
• I don’t care if this is broken into 10 or 15 minute blocks, but it must be done. comments about what you are currently
• It should be in print form and not on screen. reading.
• It could be fiction or non-fiction • It can be typed or a video/audio
message, it’s up to you.
• This is why I insisted you borrow 2 novels and take them home.
• Use this an opportunity to have
some fun, engage with the technology and
keep in touch with classmates.
2. PRACTISE:
• We will now be using “VocabularySpellingCity” for our language study, and you
are able to access this great tool from home!
• VocabularySpellingCity is an educational website and app that helps students to
gain and retain word knowledge through practice with engaging vocabulary,
spelling and writing activities.
• You can access VocabularySpellingCity online
at https://www.spellingcity.com or by downloading
the VocabularySpellingCity app from iTunes or the Google Play Store.
• To log in on the web, go to SpellingCity.com and select the Login button. Under
Student Login, enter the username and password exactly as it appears in the
welcome letter I emailed to you separately.
• Once logged in, you will have access to our class word lists, plus any
assignments I have set for you.
• I will create and upload an instructional video to our Teams page showing how
all this works.
•
You’ll notice that this is the same advice as last week. You might have also
noticed that the promised email with your password has not yet arrived! Sorry,
there has been some technical difficulties on my end. If you receive an email then
follow the above instructions; if not, don’t worry, we’ll deal with it later.
3. SURVIVE:
• TBA
MY24 Task:
• Review the MY24 episodes and UPDATED study guide found in Teams so you
understand what the final copy should look like.
• Next read the Task Sheet. Carefully plan your responses, images and videos for
each section presented on the Task Sheet. Download the MY24 App on an
Apple device and start recording each section. You can discuss alternative
applications/options with your teacher if needed.
4
Subject: HASS
Teacher: Alanah Rowe
Email: alanah.rowe@cc.catholic.edu.au
Student to locate weekly worksheet assigned on Teams to be submitted by Friday each week.
This week students have been asked to complete the following;
1. Read examples on creating an economic model
2. Using this knowledge, apply the economic model to the scenarios given
a. Should the cost of shoes be standardised?
b. If everyone drove the same type of vehicle, what impact would that have on petrol prices?
3. Respond to discussion questions on resources
a. What do we need to survive?
b. How do we get what we need?
c. What is the difference between wants and needs?
d. What does society need to survive?
4. Survival Scenario
Imagine that you and a group of 20 other people have been stranded on an island that measures 40 acres. You have been
put in charge of organising and dispersing the resources you have, use the variables below to create a plan that will insure
survival.
People: 5 of the people are children 8-12. 5 of the people are elderly 70-90, the other 10 people range from 15-50. all
people are in reasonably good health.
There is an abundance of trees of all types and 2 types of animals on the island
( you decide what they are). There are 3 types of vegetables growing on the island (you decide)
Your job is to figure out what people do what job, what their rewards are and how supplies will be distributed. Don’t
forget to build shelters as well.
Have your plan ready to share to the group.
5Subject: Mathematics
Teacher: Jasmin Eckert
Email: jasmin.eckert@cc.catholic.edu.au
Support material can be accessed through Microsoft Teams. If students are finding it difficult to access
material, please send me an email.
Day Tasks
Monday Maths Mate: 10- 15 minutes of Maths Mate sheet 2 Term 2
Topic: Average Text book explanation
Mean, Median and Read pages 468 – 469 of text book and record definitions of mean median and mode.
Mode.
Memo book notes
Write example 2 from page 469 into memo book.
Bookwork:
Complete Questions 1, 5 and 6 of Exercise 8.2 pg. 470-471 of text book.
Write each questions out, show your working out and then check and mark your
answers from the back of the text book.
Tuesday Maths Mate: 10- 15 minutes of Maths Mate sheet 2 Term 2
Topic: Statistics Text book explanation
Symmetry and Skew Read pages 473 – 476 of text book.
Memo book notes
Copy example 3 and 4 into memo book.
Write a definition for the following words in your memo book.
Symmetrical negative skew
positive skew bimodal
Bookwork:
Complete Questions 1 to 3 of Exercise 8.3 pg. 479 – 480 of text book.
Check and mark answers from the back of text book.
Wednesday Maths Mate: Finish Maths Mate sheet 1 Term 2
Watch Mr Woo discuss Stem and Leaf plots at the following link
Topic: Stem and leaf https://www.youtube.com/watch?v=CIJuwHqDgZo
plots
Use the information from the stem and leaf plots information sheet found in Teams >
files > class materials to write notes in memo book.
Thursday Maths Mate:
Mark Maths Mate sheet 2 Term 2, answer sheet found in Teams > Files > Maths Mate.
Topic: Stem and leaf Send your results (how many you got correct to your teacher via email)
plot
Task:
Complete and submit the Stem and Leaf plot task sheet found in Teams.
6Subject: Home Economics
Email: angela.fullerton@cc.catholic.edu.au
This term we will be looking at a variety of televised cooking programs, analysing them and looking at how realistic they
are for the average cook at home. This week you need to watch two episodes of Good Chef Bad Chef (links below).
https://10play.com.au/good-chef-bad-chef/episodes/season-12/episode-18/tpv200409nbqxm
https://10play.com.au/good-chef-bad-chef/episodes/season-12/episode-12/tpv200406nqevf
Take notes regarding the skill level of each chef, and how likely an average cook in a family home would be able to
follow these recipes and carry out the presentation techniques. Adrian is a chef whereas Rosie is a nutritionist. What
differences in terms of nutritional value can you see in the recipes Adrian cooks and those that Rosies prepares? How
does Rosie make sure her recipes are low in saturated fat, sugar and sodium (salt)? What food preparation skills in
particular are needed to be able to make these ? Are there any special ingredients and equipment needed and is this
easily accessible for the average cook at home?
The recipe we would have prepared during our practical lesson this week would have been Lime and Poppy Seed
Muffins. This recipe can be found on the Teams page.
7Subject: Science
Teacher: Christine Kemp
Email: christine.kemp@cc.catholic.edu.au
Our focus for the first half of the term is Body Systems.
There will be a major assignment to complete that will span the first 5 weeks of the term (it is available on the Team files
tab). To assist in the execution of the assignment, each week there will be a set of questions in a word document called
Learning Outcomes.
The Learning Outcomes will be posted in the files tab on Teams also.
Students are asked to open this document through the Word Desktop App, complete the weekly activities and then turn
their work in every Friday. The major assignment is due on Friday of week 5.
Learning Outcomes 2
Using your text book (p. 279-289) and the internet, research the nervous system.
Complete the following in Word and email to your teacher – Save As: Your Name – Learning Outcomes 2.
1. How is the brain and spinal cord protected?
2. Use an example to describe how your brain controls an activity inside your body without your knowing
about it.
3. Compare the roles of a sensory neuron and a motor neuron.
4. Contrast a stimulus and a response.
5. Compare the roles of receptors and effectors.
8Subject: The Rite Journey - Girls
Teacher: Miss Hannah Blowes
Email: hannah.blowes@cc.catholic.edu.au
The Rite Journey- Girls
In the Microsoft Teams page, there is a series of activities they can work through. There are 2 PDF documents,
one is a 2021 Cover Design challenge they can choose to work on, the other is an editable PDF document of
activities for them to work through. If your child cannot access Microsoft Teams, these documents can be sent
via email upon request. There is also a Microsoft Word document called the 6 C’s that has a series of
challenges they can be working on.
Subject: The Rite Journey - Boys
Teacher: Mr Jack Muirhead
Email: jack.muirhead@cc.catholic.edu.au
The Rite Journey- Boys
In ‘The Rite Journey’ the boys have a few activities they can be working on which are located in their Booklets.
If students do not have these pages, they can be emailed upon request. Students are encouraged to complete
the activities on pages 39-46. Discussing these answers with their male mentors or other significant male
figures would be beneficial to explore a deeper understanding of these topics. Students are also encouraged
to continue completing their challenges located in Microsoft Teams and collect evidence of task completion
which can be sent to Mr Muirhead.
9Subject: Art
Teacher: Mr. Sam Carlin
Email: samuel.carlin@cc.catholic.edu.au
1. Complete the following step by step drawing, this drawing will challenge you to apply basic shapes to begin
drawing and attempt creating form by using shading.
2. Using lead pencil, colour pencil or pens draw the following in your art book. Try to use a variety of drawing
techniques. (For example, continuous line, cross hatch lines, single hatching lines, shading/realistic, using a
scribble technique.) Complete the following drawings over this week.
• Your breakfast or lunch.
• Your pet sleeping or if you don’t have a pet a wild bird.
• The view from a window in your house.
• A family member’s face.
• Your own face in the mirror.
• Something you found in the back yard.
• Collect three things that best represent who you are and draw them in a still life composition. Use one of the
following drawing techniques, realistic, continuous line, cross hatching.
• An old pair of shoes.
• The view from the side mirror of your car when you sit in the front driver’s seat.
• An empty chair
• Your favourite thing in the fridge.
• A plant in the garden, doesn’t need to be a pretty one.
10Subject: Physical Education
Teacher: Mr Jack Muirhead
Email: jack.muirhead@cc.catholic.edu.au
https://www.youtube.com/watch?v=Pz5sO8b9G2o https://www.youtube.com/watch?v=XGqjVI6J5Ew
https://www.youtube.com/watch?v=aAjB7i797pg https://www.youtube.com/watch?v=tstntyX0aLs
Students are encouraged to attempt at least two 30-minute fitness challenges this week. They can choose from the first
two options or can complete others that they may find. Students are also encouraged to explore the skill challenge
videos and continue to develop their fine motor skills whilst at home. These are simple examples, but many other
challenges can be found with simple online searches. If students need any more assistance they can email me or contact
me through Microsoft Teams
11Subject: Design & Technology
Teacher: Mr Kuerschner
Email: stephen.kuerschner@cc.catholic.edu.au
This term we will be designing and building a range of metal based product. We will use the MIG welding
process to join our metal components.
Our first project will be a hat/coat rack. You will find the design booklet in year 9 “ Teams”. Please complete as
per instructions found in the booklet and by looking at the instructional video also in the teams folder.
12You can also read
