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THE FMS LEARNING FROM HOME SERIES PACK FOR
Upper Primary (9-12 years)
Term 3 2021
Week 7 Montessori
learning ideas
Monday 23 August 2021
Hello 9 – 12 children and parents
Welcome to Week 7! Wow, this week’s pack is full of great things to do with and without a screen!
Book Week is here. Follow the links on page 14 to see all the short-listed books and the winners.
Enjoy this opportunity to dive into literature and enjoy reading at any available moment! We would
love to see photos of the children reading – outside in the sun, snuggled on the couch, up a tree or
dressed as their favourite book character! There are so many wonderful books to enjoy. Don’t forget
you can purchase the Book Week books and many others at the FMS Online Book Fair in
collaboration with the Children’s Bookshop Glebe. You can also choose to donate any of the books
for our class library. We are always on the lookout for great books to read during D.E.A.R. time. we
have also provided links to the Story Box library where you can hear a selection of the books read by
famous storytellers.
Are you ready for the ‘Bigger, Better, Brighter’ livestream theatre performance on Monday 23 August
at 1.30 pm? I know many of you have met the actors, practiced the dance routines, and learnt the
songs to help bring this show to life! If you haven’t there is still time, just follow the links on page 16.
Calling all those budding 9 – 12 designers and engineers! Make sure you have prime
spot to watch the FMS Live Show – Street Design with Willem Snell on Wednesday 25
August at 5.30 pm. Make sure you have pencil and paper ready to design your dream
street. Once you have created your design, turn it into a 3D model. Build a model, a
diorama or use Lego to create your fantastic streetscape. Don’t forget to upload your
plans and models to Transparent Classroom.
Are you getting square eyes? Like us you’re probably spending a lot of time in front of a
screen. On page 20 we have 25 ideas for non-screen activities that you can do at
home. Just remember to add them into your daily routine.
2
Continue with your United Nations project. Use the Project Checklist on page 25 to stay on
track. Don’t forget we are heading to presentations in Week 9 and 10. We can’t wait to see
the great work you have put together. We continue to build our knowledge base around
Climate Change. The new year 4 students are about to embark on researching the
endangered polar bear. Our older students are writing like a scientist and putting together
their final research paper on the green turtle. In geography, we move on to research the
erosive power of the wind.
Looking forward to our check-in on Tuesday.
As always please reach out to us if you have any questions.
Warm regards
Lauren, Tamlin and Anthony
Upper Primary (9 – 12 years) Staff
3
10 easy to follow etiquette rules
for the Zoom classroom*:
1Have materials ready
7 Wait your turn
Private chatting with your
classmates is not allowed at
2 Stay in one spot during the Zoom
8 Be presentable anytime during a Zoom
classroom.
3 Don’t use a fun background
9 Be respectful Only use the chat function if
you need to talk to the teacher.
4 Know when and how to use mute
If you cannot follow these steps
5 Find a quiet spot
10 your teacher will ask you to
leave the meeting.
6 Be on time
* Note: Zoom meetings may be recorded by FMS for
quality control including records of students using the
chat function.
4
Checklists
Not attempted
Not attempted
Completed
Completed
Underway
Underway
General Activities Montessori Model United Nations
Book Week Week 6 Pack
Week 6 Pack Research project: Investigate a way the the United Nations makes a
Reading World Scavenger Hunt difference in the lives of people
Focus on how the issue is affecting people at a local level –
Kitchen Chemistry problems and solutions
Week 6 Pack Focus on how you will creatively present your research and findings
Spinach pie
Prepare a 4 minute presentation
Mindfulness and Wellbeing
Not attempted
Week 6 Pack
Completed
Underway
Geography
Kindness Rock Garden
Week 6 Pack: Marine currents
Experiment 1: Horizontal currents part a
Experiment 1: Horizontal currents part b
Experiment 2: Convection currents
Charts 38 & 39: Marine currents - Questions 1 to 4
5
Not attempted
Completed
Underway
Mathematics
Not attempted
Week 6 Pack: Year 4
Completed
Underway
Center City Airport Word Problems Climate Change Science
Decimals: Compare and round #1
Division Factor Fun
Week 6 Pack: Biological Sciences year 4
Fractions: Review - Let’s soar in grade 4
Geometry: Pentagon perimeter practice Create a text: Research and written animal report using Montessori
animal question and answer cards
Two-digit Multiplication practice
Week 6 Pack: Year 5 Week 6 Pack: Biological Sciences years 5 & 6
Butterfly fractions
Note taking: notes about structural and behavioural adaptations
Kitchen renovation: Calculating area
Decimals: Compare and round #2 Green turtle research with the Montessori animal question and
Which numbers are prime? answer cards
Surface Area: A cube
Raine Island Recovery Project chart and notes
Division riddle
Week 6 Pack: Year 6 Green turtle | World Wildlife Fund chart and notes
An introduction to surface area
Geometry: Area of parallelograms Department of Environment | Queensland chart and notes
Division fluency: Two-digit divisors
Histograms Cooling turtle nests | World Wildlife Fund chart and notes
Multiply and divide with powers of 10
Distribution of green turtles: research and map activity
Welcome to Mummy’s market
6
Zoom meetings
This week you will be joining your classmates in on-line Zoom meetings.
Tuesday 24 August 2021
Year Level Check-in
Time Group Participants (Parents please join with your child)
9.15 am – 9.45 am A Sarvesh, Dexter, Harlem, Quinten
10.00 am – 10.30 am B Mia, Archie, Alexander
10.45 am – 11.15 am C Sage, Maya, Michael, Grace, Gabriel, Rafael, Leia
11.30 am – 12.00 noon D Phoenix, Kayla, Sophie, Abigail, Neste
12.15 pm – 12.45 pm E Gabriella, Tully, Sara, Daniel, Zoe, Ty
Thursday 26 August 2021
Zoom Creative Writing Workshops
Time Group Participants (Parents if you are free please join us)
9.15 am – 9.45 am 1 Sarvesh, Dexter, Harlem, Quinten
10.00 am – 10.45 am 2 Mia, Alexander, Maya, Grace, Rafael, Kayla, Abigail, Gabriella, Sara, Daniel, Ty
11.00 am – 11.45 am 3 Archie, Sage, Michael, Gabriel, Leia, Phoenix, Sophie, Neste, Tully, Zoe
7
What to bring to your Zoom classroom meetings
Tuesday 24 August 2021
• A copy of the ‘FMS learning from home pack, week 7.’
• A note book or piece of lined paper, pencil, sharpener and eraser.
• Your United Nations research topic and an idea on how you will present your work.
• Your completed Climate Change work: Year 4 - Animal Research Report | Year 5 and 6 - Green Turtle Research
• Your completed Marine Currents - questions and answers
Thursday 26 August 2021
Zoom Creative Writing Workshops
Time: Group: Participants: (Parents if you are free you may join in)
Sarvesh, Dexter, Harlem, Quinten
Please bring:
9.15 am – 9.45 am 1 • lined paper
• pencil, sharpener and eraser
• your 2 orientation paragraphs based on two of the images for sharing.
Mia, Alexander, Maya, Grace, Rafael, Kayla, Abigail, Gabriella, Sara, Daniel, Ty
Please bring:
10.00 am – 10.45 am 2
• lined paper
• pencil, sharpener and eraser
• your draft of ‘The Box’ story for sharing.
Archie, Sage, Michael, Gabriel, Leia, Phoenix, Sophie, Neste, Tully, Zoe
Please bring:
11.00 am – 11.45 am 3
• lined paper
• pencil, sharpener and eraser
• your draft of ‘The Box’ story for sharing.
8
Week 7: Monday 23 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
9
Week 7: Tuesday 24 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
10Week 7: Wednesday 25 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
11Week 7: Thursday 26 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
12Week 7: Friday 27 August 2021
Start time: Activity: End time:
Reflection: How was your day? What do you need to continue working on? Did you have any problems? How did you solve them?
13Each year since 1945 the Children’s Book Council of Australia has
brought children and books together across Australia
through CBCA Book Week. During this time schools and public
libraries spend one glorious week celebrating books and
Australian children's authors and illustrators.
Click on this link to watch the 2021 CBCA Book of the Year
Awards announcement
https://www.youtube.com/watch?v=xmpDNYYoHJg
Follow Bravo! And head to the 2021
Shortlist page to find out more about the
shortlisted books:
https://cbca.org.au/shortlist-2021
14FMS Online Book Fair | The Children’s Bookshop Glebe
This year we have partnered with The Children’s Bookshop in Glebe to host an online
Book Fair for our FMS families!
Starting Monday 23 August and finishing on Thursday 16 September (last day of
term 3), you can visit The Children’s Bookshop website, purchase as many books as
you like, and your books will be delivered (COVID safely) to your home.
10% of all sales will be donated back to our school library for future book purchases.
There is a wonderful selection of books on offer for all ages (some for parents too!) and
you can also donate directly to our school library by noting ‘Donation to Schools’ in the
comments section before you pay for your purchase, or selecting a monetary amount
that you would like to also donate to FMS.
Please let us know if you have any questions – happy reading!
The Children’s Bookshop Glebe
https://www.thechildrensbookshopspeakersagency.com.au/book_fairs/
15Book Week Livestream
Monday 23 August @ 1.30 pm
Join us on this at: https://performlivestream.com/
Your password: fm9rFFo
Bigger, Better, Brighter Meet the Actors
https://vimeo.com/579385090
Bigger, Better, Brighter Dance Tutorial
https://vimeo.com/580985863
Bigger, Better, Brighter Student Activities
https://www.performeducation.com/bw-aus-live-resource-page
16Listen to famous storytellers read the CBCA Book Week Stories from Picture Book of the Year,
Early Childhood and New Illustrator categories at the Story Box Library website.
You can also explore the full CBCA Book Week shortlisted titles on the links below:
https://storyboxlibrary.com.au/blog/get-excited-for-cbca-book-week-2021
https://storyboxlibrary.com.au/blog/cbca
https://storyboxlibrary.com.au/blog/activities-for-cbca-book-week-2021-old-worlds-new-worlds-
other-worlds
17Street Design with Willem Snel
We are very excited to announce our second
FMS LIVE Show - Wednesday 25 August at 5.30 pm.
Join Landscape Architect Willem Snel, as he shares the
impact transport has on the overall design of your street!
What would you like your street to look like if you had more
space? More play areas perhaps? Participate in an online
discussion about your dream design and hear what your
friends have to say too!.
Apart from being a superhero – and nature enthusiast,
Willem is a Landscape Architect. He has been a volleyball
player since he was 8 and a little later started designing
masterplans and public spaces around the world. He has a
fascination for how we will get around our cities in the
future.
Keen to see if we’ll be flying around like the Jetsons anytime
soon? Come see the show!
Click here to join via zoom. All 6-12 students
Meeting ID: 837 9288 4956
Passcode: 50uqKr
are encouraged to
attend.
18Week 8 Week 8
Tuesday 31 August Wednesday 1 September
Maria Montessori’s Birthday & Founder’s Day FMS Live Show
A new annual tradition at FMS in recognition of our founders. Masterchef with FMS Parents Saide & Adrian
11.00 am 10.00 am
Week 9
More
Tuesday 7 September deta
to co ils
FMS Alumni Panel and Q & A me!
7.00 pm
19Mindfulness
and Wellbeing
20Kitchen chemistry: ‘Sticky Toffee Pudding’
In 1991, three years before I decided to take my Montessori teacher At this time there was also a focus on ‘old school’ desserts
training I was seriously dabbling in the culinary arts. I decided to enrol in a especially the ‘comfort’ puddings and desserts from the old English
Business Catering course at TAFE. This was a 3-year diploma held at boarding schools and kitchens of the 50’s and 60’s. Again these all
went through a process of reinvention and new presentation. One of
night, three nights a week. This was on top of my full-time day job as a
the all time favourites on nearly every menu in the late 1980’s
Curriculum Consultant Monday to Friday. I was also moonlighting in a
through to the 1990’s was the humble ‘Sticky Toffee Pudding’ or
‘hatted’ restaurant in Parramatta Friday and Saturday nights, and running
here in Australia the ‘Sticky Date Pudding’. True comfort food served
a small-scale catering business during school holidays to top it off! Don’t with a dollop of flowing custard or creme anglaise.
ask me how I did it – I think being young at heart, drive, and passion
were fuelling it. When I had the opportunity to run my own restaurant in 2004,
‘Sticky Date Pudding’ was always on the dessert list. When we took
it off, our customers still asked for it. It was one of those all time
I was also devouring (and buying) every cooking magazine and cookbook
classic recipes – comforting and satisfying. I have always used Jill
I could get my hands on. At this time there was a renaissance happening
Dupleix’s recipe which featured in her book ‘Old Food’ (1998). If you
in commercial cookery. The stuffy old European styles were being thrown have never made this before give it a go, it will become a family
out and a new modern innovative approach was being applied to dining. favourite. Hint: I like to double the quantity of the Toffee Sauce. I take
At least once a week my friend Anna (another up and coming young chef) the pudding out of the oven just before the cook time is up. Using
and I dined at these new establishments: ‘Blue Water Grill’ Bondi Beach the handle of a wooden spoon, I poke holes into the pudding, then
with a very young Neil Perry at the helm, Matt Moran at Moran’s in Potts pour half the toffee sauce over the pudding. Then I bake it for an
Point, and Christine Mansfield at Paramount also in Potts Point come to extra 10 minutes to get it really sticky!
mind. I was intrigued and inspired by Christine Mansfield. She had been a Enjoy!
successful primary teacher in South Australia who decided to change
jobs mid-career. I thought if she can do it so can I! For gluten free or vegan please make changes.
21Make your ‘Sticky Toffee Pudding’ from ‘Old Food’ by Jill Dupleix(1988)
Ingredients 1. Preheat the the oven to 180ºC conventional or 170ºC fan-forced.
Serves 6 hungry people Grease the sides and base of the cake tin with butter or line with
baking paper.
Square or rectangular cake tin 18 cm
2. Mix the dates and the bicarbonate of soda in a heat-proof bowl.
Dates, pitted and chopped 180 grams
Pour boiling water on top and leave to stand.
Bicarbonate of soda 1 teaspoon
3. Cream the butter and sugar until pale.
Boiling water 1 cup 4. Beat in the eggs, one at a time, beating well after each addition.
Soft brown sugar 150 grams 5. Gently fold in the flour.
Butter 50 grams 6. Stir in the date mixture.
Eggs 2 7. Pour into the cake tin and bake for 30 to 40 minutes, until an
Self-raising flour 180 grams inserted skewer comes out clean.
Toffee Sauce 8. Combine sugar, cream, vanilla extract and butter in a saucepan,
Soft brown sugar 150 grams bring to the boil, stirring, and simmer for 5 to 10 minutes. Set
aside until ready to serve, then quickly reheat when needed.
Cream 250 ml
½ teaspoon 9. Cut the pudding into squares and place in serving bowls. Pour the
Vanilla extract
hot toffee sauce over each square. Serve with fresh cream, ice
Butter 1 tablespoon
cream or custard.
At step 7 when the cake is cooked, I like to poke holes in the top of
the cake with the handle of a wooden spoon, and pour half the toffee
sauce over. Place back in the oven for 5 to 10 minutes till really sticky.
Serve with more toffee sauce!
22Harlem has been following the Dinosaur George Kids
podcast. This is a podcast for kids who love dinosaurs.
In the episode ‘Trodon - The Smartest Dinosaur’,
https://open.spotify.com/episode/
2veGZuGTMVxab2wF5CUUgp?
si=sGTs39GMSie4B3ydj4gszQ&dl_branch=1&nd=1
Dinosaur George makes a shout out to Harlem (38:35).
Check out the great scene that Harlem created and
sent into Dinosaur George.
23Montessori Model
United Nations
Weeks 4, 5, 6 and 7
Contributing question:
What are the 60 ways the United Nations can make a
difference to people’s lives around the world?
• This is the final week to work on your project.
• Be ready to share your project at our weekly check-in on Tuesday 24 August.
• Start to prepare a 4 minute presentation, eg presentation notes or cue cards.
• We will aim to present our finished projects in weeks 9 and 10.
24Project Checklist – My topic
You are now bringing your topic to a
close: To do Completed Notes to self
• Protecting the environment (6) I have identified and stated 3 problems
• Alleviating chronic hunger and rural or issues regarding this topic.
poverty in developing countries (#13)
• Provide safe drinking water (#18) I have identified and stated how the
UN is trying to solve these problems or
• Halting the spread of epidemics (#23)
issues.
• Preventing overfishing (#36)
I have identified and stated any local
• Preserving historic, cultural, issues or problems related to the
architectural, and natural sites (#51) topic.
I have identified and stated how I can
Use this week to tie up any loose make a difference at the local level,
ends: including what I can do to raise
• Work on finishing your project. awareness of the problems or issues.
• Prepare a 4 minute presentation,
eg presentation notes or cue cards that I have presented my work in a creative
you will use to deliver over Zoom to the way. This includes neat, legible writing.
I have paid attention to sentence
class construction, spelling and punctuation.
• We will aim to present our finished
projects in weeks 9 and 10.
I have worked out how I will present
my work to the class over Zoom. I
Fill out the checklist to help you stay know I have 4 minutes presentation
on track. time. I have prepared cue cards and
other aids to help with my
presentation.
2526
Year 4: Climate change science
1. Take a moment to think about everything you know
about polar bears. Think about:
This week we are going to learn about one living thing – the
polar bear – and how its habitat is at risk because of
human activity. We will talk and write about polar bears as • classification
a scientist does. Even though we live far away from polar
bears, their habitat is at risk because of our actions. We
• scientific name
must act now to protect these animals and many other • where they are found in the world
living things that are at risk.
• habitat
• appearance
• hunting behaviour
• life cycle
Let’s start with what you know. On the next page you will
add information to the concept map. Write bullet points • risks from climate change
about what you know so far about the polar bear. • ways that humans are helping the polar
bear.
272.
Classification Scientific Name Location & Habitat
Ways humans are helping Appearance
Risks from Climate Change Life Cycle Hunting Behaviour
2829
30
Your task:
3. Print and cut out all the pictures
of the polar bears.
31Your task:
In which element do they live? 4. Print and cut out all the question
and answer material.
In the water (aquatic).
By what means do they move themselves?
On the ground (terrestrial).
By flight.
In the air (aerial).
By swimming.
What do they eat? By walking.
By creeping.
Feed upon all (omnivorous).
By other ways.
Feed upon plants (herbivorous).
Feed upon animals (carnivorous).
32How do they reproduce? Your task:
4. Print and cut out all the question
and answer material.
Born alive (viviparous).
By means of eggs (oviparous).
How are they viewed by humans?
In other ways (ovoviviparous).
They are helpful.
How do they care for their offspring? They are harmful.
They are neither helpful or harmful.
They suckle their offspring.
They provide for their offspring.
They take no care of their offspring.
33Year 4: Climate change science
5. The Montessori Animal question and answer cards can
help you write an information report. The questions and
6.
answers help you build a ‘scaffold’ or outline of an
information report. Each question and answer are the In which element do they live?
start of a paragraph of information. All you need to do is
put in the missing detail!
In the water (aquatic).
Your task:
On the ground (terrestrial).
Print and cut out all the pictures of the polar bear. Cut out
the questions and answers as needed.
Look at the question ‘In which element do they live?’
Find the answer that works best for the polar bear.
Sometimes there are more than one answer. Collect the
pictures that best describe the answer to the question.
On a new page in your workbook write the title, ‘Polar My notes:
bear research.’ Glue or write the question. Then glue or
write the answer. Then glue in the pictures. Leave the rest
of the page blank. We will add further information here
later.
Start a new page and do the next question, ‘What do
they eat?’ Repeat the steps above. Then do the same for
each question. You will have started 6 pages of
information.
34Year 5 & 6: Climate change science
Over weeks 5 and 6 we have studied the green turtle. We have 2. Physical adaptations: Write a well structured paragraph that defines
learnt that the reason for the endangered status of the green each of the structural adaptations such as body parts, body covering,
turtle is human induced climate change. size, shape and colour. You can include labelled diagrams showing
each of the structural adaptations here.
3. Behavioural adaptations: Write a well structured paragraph that
defines each of the actions that help the green turtle to survive. You
can include labelled diagrams showing each of the behavioural
This week we are going to construct an information report on the adaptations here.
green turtle paragraph by paragraph. On a new page in your work
4. Risks from climate change: Write a well structured paragraph that
book write the title ‘Green Turtle Report’.
lists and defines the risks. You should draw information from your notes
on ‘Raine Island Recovery Project’, ‘ Department of Education and
With your research information by your side we will work on each Science Queensland’ and ‘Cooling turtle nests – World Wildlife Fund’.
paragraph. Drawings, diagrams and charts can add to this section.
1. Classification and habitat: Write a well structured paragraph that 5. How humans are helping: Write a well structured paragraph that lists
introduces the green sea turtle. Give it’s scientific classification and defines how humans are helping the green turtle. You should draw
and latin name. Write a general description. Then write where it is information from your notes on ‘Raine Island Recovery Project’,
located. Finally end the paragraph with information about it’s ‘ Department of Education and Science Queensland’ and ‘Cooling
distribution. You can include a diagram showing location and turtle nests – World Wildlife Fund’. You may need 2 paragraphs for this
distribution here. section. Drawings, diagrams and charts can add to this section.
35Mathematics
for Year 4
Copy the following examples into your workbook.
Use a ruler and red pencil for all lines.
Remember to show all working.
Can you make up your own problems to match?
Year 5 and 6 students can also have a go of these problems as a review.
3637
38
39
Mathematics
for Year 5
Copy the following examples into your workbook.
Use a ruler and red pencil for all lines.
Remember to show all working.
Can you make up your own problems to match?
Year 5 students can also have a go of the year 4 math as a review, and year 6 if they want a challenge.
4041
42
43
Mathematics
for Year 6
Copy the following examples into your workbook.
Use a ruler and red pencil for all lines.
Remember to show all working.
Can you make up your own problems to match?
Year 6 students can also have a go of the year 4 and 5 math as a review.
44Bonus: if 1 mm is equal to 0.1cm, what is the volume of figure 6 in cm?
4546
47
48
49
Geography: The erosive power of the wind
Have you ever been at the beach on a windy day near the cliffs? What to do:
The wind is strong. A gust of wind picks up the sand. The sand hits 1. Using the strainer, sprinkle an even layer of fine dirt across the
your legs, body, arms and face. It hurts. You turn your back to the
bottom of the dish.
wind and rub your eyes. The wind is like a shooter. The sand are
the bullets. You can turn your back but the cliff face cannot. The 2. Sprinkle a layer of sand over the dirt.
wind is relentless as the sand hits the rock face over and over. Each 3. Sprinkle a layer of powdered chalk or talcum powder over the
time it hits the rock face it begins to wear it down bit by bit. sand.
4. Place the straw at one end of the dish, pointed at the layers
almost horizontally.
5. Blow very gently into the straw.
Experiment 1: Erosion 6. Observe what happens. What happened to the layers when you
blew on them? Which layer blew away first? What happens if
You will need: you blow a little harder?
• a baking tray
• very fine dirt
• sand
• a kitchen strainer
• drinking straw
chalk or talc
• powdered chalk or talcum powder. sand
fine dirt
50Geography: The erosive power of the wind
On a new page in your workbook write the title ‘The Erosive
Power of the Wind’. Underneath, copy the experiment –
‘You will need’ and ‘What to do’. Watch these videos to understand more about the erosive
power of the wind:
Draw two diagrams – ‘before' and ‘after.’
Weathering and Erosion: Crash Course Kids #10.2
Copy and answer these questions:
• What happened to the layers when you blew on them? https://www.youtube.com/watch?v=R-Iak3Wvh9c
• Which layer blew away first? Changing the Shape of the Land
• What happens if you blow a little harder?
www.generationgenius.com/videolessons/changing-the-shape-of-
• Imagine your breath is the wind blowing over the land. land-video-for-kids
Explain in your own words what happened:
Soil Erosion - types and causes
‘When wind blows over land, or on rocks and mountains, it
blows away the top layer of earth first. Then the next layer https://www.youtube.com/watch?v=qNTOq1uEObc
becomes visible. The oldest layers are the last to be
revealed.’
51Geography: The erosive power of the wind
Erosion is the wearing away of solids (soil, rock and
other particles) by water, wind, or ice. When the
particles are worn away, they are also transported from
one place to another.
Wind can carry sand and dust away. Sometimes the
wind creates strange formations by wearing away
certain parts of a rock or mountain.
Erosion by the force of the wind is greater in flat, dry
regions. Without trees to block the wind, it can move
whole layers of land, revealing the older layers
underneath.
Erosion happens naturally, but it can be increased by
human presence. Land used for farming usually
experiences more erosion than land filled with natural
vegetation.
A certain amount of erosion is healthy for the Earth. For
example, erosion can carry minerals from one place to
The Negev Desert in southern Israel. another or create gravel that can filter pollutants.
52Chart 40
The Erosive Power of Wind
Your tasks: On a new page in your workbook
write the heading ‘Erosion by Wind’.
Research the following and write facts about
wind erosion. Turn your research into a
‘Did you know ?’ style poster.
1. Towering sand dunes in the Badain Jaran Badain Jaran section of the Gobi Desert in China.
section of the Gobi Desert in China.
2. Ventifacts - the enormous chalk formations
in the White Desert of Egypt.
3. Dust storms in Australia or the ‘Dust Bowl’
of the 1930s in North America.
Use pictures and diagrams to help you explain
the erosive power of the wind.
Ventifacts - the enormous chalk formations in the White Desert of Egypt
53New year 4 students
Choose two of the Sizzling Starts that you wrote in the workshop.
For each text write an opening paragraph. Start with a:
• Sizzling start at the point of action or moment of change
• Backfill to tell who? what? why?
• Lead to the complication.
Technique
Start at the point of action or at a moment of change to immediately
engage the reader’s interest and make them want to read more.
Proofread, edit and publish.
5455
Year 4, 5 and 6 students
Your task is to write a short story to the video ‘The Box’.
https://youtu.be/20evunLzSgk
The purpose of a narrative is to entertain or tell a story.
A narrative has the following text structure:
• orientation
• complication
• resolution.
Use the following steps to Ban the Boring:
• sizzling Starts
• 5 + 1 senses tighten the tension
• dynamic dialogue
• show don’t tell.
You have 2 weeks to write the story:
For Thursday Week 7, 27 August 21:
Write your first draft of the story and be ready to share.
For Thursday Week 8, 1 September 21:
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56English: Yr 4 Comprehension
Read about the history of chocolate, then answer the questions on the
following page.
We normally think of chocolate as a sweet treat, but it began as a bitter
beverage! Chocolate as a food got its start in ancient times, when it wasn’t a
dessert – it played an important part in ritual and culture.
In ancient Latin America, chocolate was worshipped – literally! Both the Mayan
and Aztec people had gods that they believed were responsible for bringing
chocolate to earth. The two cultures consumed chocolate as a drink, which
was popular among nobility. It was believed that the cocoa beans had magical
powers, and it was used during major life events like births, marriages, and
deaths.
Chocolate wasn’t mixed with sugar until the Europeans came in contact with
the Americas in the 1500s. They brought it home to Europe, where it became
an expensive import and a symbol of wealth. Instead of chilli and corn,
Europeans added cinnamon and sugar to chocolate. But because chocolate
was imported from another country, chocolate was available only to the upper
class and became a symbol of wealth and status.
57In the mid-1600s, ‘chocolate houses,’ which were like the coffee houses
we have today, were a trendy meeting place for English citizens. By the 3. For most of its history, chocolate was mainly consumed by:
1700s, chocolate was a part of life for upper-class citizens in Europe,
• Everyone
where it was believed to be a nutritious drink with many health benefits.
• Peasants
Back in the American colonies, chocolate was so popular that it was
• The upper classes
included in the rations for soldiers on the battlefield in the Revolutionary
War. 4. Why was chocolate so expensive in Europe?
• It was so delicious
In the early 1800s, the Industrial Revolution was in full swing, and people
• It took a long time to make
quickly found ways of speeding up the chocolate-making process. In
• It was imported from another country
1828, a Dutch chemist found a way to remove some of the natural fat
from chocolate, which led to the creation of chocolate in food form. The Different cultures would customise their chocolate drinks with local
first chocolate bar was made in 1847, and by 1868, a company called foods and ingredients. What would you add to hot chocolate to
Cadbury began selling chocolate candies. The same year, Nestlé make it taste even better?
invented milk chocolate.
I would add ________________ to hot chocolate because ____________
Your task: On a new page in your workbook, put the title ‘Chocolate: A
Short and Sweet History’. Copy each question and write the answer.
1. Which cultures were the first to consume chocolate?
• The Swiss and the Dutch
• The Mayans and the Aztes
• The English and the Mayans
2. How did chocolate become popular in Europe?
• People discovered it grew naturally there
• Explorers brought it back from the Americas
• A famous actor drank it
58English: Year 5 comprehension
59Your task: On a new page in your workbook, put the
title ‘The Wonderful Wizard of Oz’. Copy each
question and write the answer.
60English: Year 6 comprehension
Read about the history of the candle, then answer the questions However, there were several problems with tallow. First, the animal fat
on the following page. gave off a terrible odour when it burned, and it filled the house with
smoke. Also, tallow melted quickly. In order to keep tallow candles
It is hard to picture what life was like before electric light bulbs. Long burning, the wicks needed to be trimmed constantly.
ago, people depended on the sun to light their days, but when the
sun would go down, they needed to find other sources of light. Over time, many substitute ingredients were found and tried, including oils
Before electricity, burning various fuels like wood or oil was the only from whales, bayberries, and turnips. In the 1850s, most candlemakers
way to create light. Candles became another option around 3000 switched to paraffin wax, made from petroleum, for its inexpensive cost,
BCE. The first candles were made by the Ancient Egyptians, who lack of smell, and clean burn. Today’s candles are made with a variety of
dipped reeds into animal fat to burn them. Historians called these waxes, like paraffin and soy. Interestingly, traditional beeswax candles are
early candles “rushlights,” and they were actually more similar to still popular and have stood the test of time. Modern candles come in
flaming torches than to modern candles because they weren’t coated many shapes and sizes and are often perfumed with rich fragrances that
in wax. release pleasant aromas as the candles burn. Although we now have
The first candles with wicks were developed later by the Romans, other choices for light, we still enjoy the warm, decorative glow candles
who dipped rolled sheets of papyrus in melted beeswax or tallow, bring to our homes and celebrations.
made from the fat of animals like cattle and sheep. All around the
world, other early civilisations developed their own versions of
candles using whatever resources they had available. Early Chinese
candles were made of rolled rice paper and wax from insects and
seeds. Japanese candlemakers used wax extracted from tree nuts,
and Indian crafters made candle wax by boiling the fruit of cinnamon
trees.
Europeans preferred beeswax, but it was very expensive, so beeswax
candles were generally saved for religious services and festivals.
Ordinary people mainly used tallow candles in their homes. 61Your task: On a new page in your workbook, put the title
‘The History of the Candle’. Copy each question and write the
answer.
1. This passage is mostly about: 4. What is a likely reason why people in different places used
• The the use of candles to provide heat different materials for making candles?
• The modern usage of candles • People in different places used different materials for making candles
• The ways ancient peoples made candles because ________________________________________________
• The best ways of making candles
5. What were three problems with tallow candles?
2. How were rushlights different from candles? • _________________
• Rushlights were different from candles because _________________ • _________________
• _________________
3. Copy and fill in the chart with the substances used to make
early candles in each area. 6. Choose two ways modern candles have improves from candles
of the past.
• They smell good.
• They provide light.
• They burn cleanly.
• They are festive.
7. Read the sentence from paragraph 4: Interestingly, traditional
beeswax candles are still popular and have stood the test of time.
Using the information from the entire passage, what does the
phrase “Stood the test of time” mean in this context?
• In this context ‘Stood the test of time’ means __________________
628. Which of the following text features would best support the
information detailed in the text?
• A timeline of lighting inventions
• A graph of the most popular candle scents
• A diagram of an Egyptian rushlight
• A map showing different resources used for candles Light Festival or Celebration Poster
9. Light plays an important part in many ceremonies, often
You must include:
through the use of candles, lamps, or fire. Name some
ceremonies or celebrations you know of where light plays an • Name of the festival or celebration
important role. Here are some examples: • Date of the festival or celebration
• Diwali
• Kwanza • Where is it celebrated?
• Hanukkah • Who celebrates it?
• Yule • Why do they celebrate it?
• Loy Krathong
• Martinmas • How do they use lights or fire in the celebration?
• St. Lucia Day
• Chinese New Year
• Vivid, Sydney
Choose a light festival or ceremony and create a mini-poster
inviting people to come to your event.
63#2
Old Worlds, New Worlds,
Other Worlds
Explore the world of reading
by completing this week’s
reading challenge during Book
Week 2021:
List the title and author of the
books you have read below:
1.
2.
3.
4.
5.
6.
7.
64You can also read
