YEAR 5 - Riverside Christian College Distance Education
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Curriculum
YEAR 5 Sample
In Year 5, curriculum is written and directed at the students, allowing them to be more self-
directed in their schooling. Please see some examples of the curriculum in pages following.
We provide all of the resources pictured below for Year 5 students.
This is a starter pack, with some additional supplies sent each term.
EDITING GUIDE
The following symbols are some common ones that you can
use when editing your work.
INFORMATION SHEET: Editing Guide
Editing Guide
Make a capital letter we ate chocolate cake today.
Draw three lines under the small letter.
Make a lowercase letter.
We ate Chocolate Cake today.
Draw a slash through the capital letter.
E
Add a full stop.
Draw a circle with a full stop inside where it We ate chocolate cake today
is missing.
PL
Delete.
Draw this symbol through the unnecessary
We ate chocolates cake today.
letter or word.
sp
M
sp
Use correct spelling.
We eight chocolate cake today.
Circle the incorrect spelling and write sp
above the circle.
SA
Insert spaces, letters, or words. cake
Draw this symbol to show where to insert a Weate chocolate today.
space and symbol plus write what to insert
above for a missing letter or word.
Delete a space.
Draw this symbol to show which parts We ate chocolate cake to day.
should be connected.
Switch order of letters or words.
We chocolate ate cake todya.
Use this symbol to indicate switching two
words around.
Create a paragraph. n.p. We ate chocolate cake today. We
Insert this symbol where a new paragraph
had a great day. Bob went to the
n.p.
should start and indicate n.p. in the margin. store and bought fishing gear.
24 ENGLISH TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
SENSE OF SMELL
Our sense of smell is one of our strongest
senses and helps us to remember incidents
related to the smell. We can recognise
thousands of smells.
INFORMATION SHEET: Sense of Smell
Brainstorm words that use your sense of
smell to describe the things listed below. One is done for you.
Objects Descriptive Words
Popcorn buttery
E
Home
Rain
PL
A friend
Shoes
M
Write sentences using the objects above, with descriptive words.
For example: The buttery aroma of hot popcorn made Kim’s mouth water at the
SA
cinema.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
51 ENGLISH TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
GEOGRAPHIC CHARACTERISTICS
Human characteristics include the people of a
place (past and present), built features, languages,
WORKSHEET: Geographic Characteristics
religions, economic activities, population distribution etc.
• Built features: These are the modifications people have made to the land, such as
buildings, dams, monuments, cultivated land etc.
• Language: This is communication using words, symbols or signs by a group of
people.
• Religion: This is people’s belief system and how they worship.
• Political system: This is how people develop the structure of power, authority and
government.
• Economic activities: This is the way people make a living in a place.
• Population distribution: This is the pattern of how people are distributed in a place,
E
for example, more people live in cities than rural areas, more people live near
bodies of water than in very dry places.
PL
M
SA
19 HASS TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
A Place
Geographic Characteristics
Environmental Characteristics Human Characteristics
Physical features: Built features:
WORKSHEET: A Place
Landforms and water bodies Buildings, bridges, monuments,
_______________________________ cultivated land, dams etc.
_______________________________
_______________________________
E
_______________________________
_______________________________
_______________________________
Weather and climate
Religion
PL
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Soil
Political system
M
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
SA
Minerals
Economic activities
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Vegetation
_______________________________
_______________________________
Population distribution
_______________________________
_______________________________
_______________________________
_______________________________
Animal life
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
20 HASS TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
CHANGES TO THE ENVIRONMENT
Mining
WORKSHEET: Changes to the Environment
• Mining is currently one of Australia's primary industries.
Many minerals and resources are mined such as gold,
silver, copper, coal, iron ore, diamonds, oil and natural
gas.
• Mining is very important to the
Australian economy. It generates a lot
of money. However, mining can change
the physical environment. It can cause
deforestation, pollution and erosion.
• Mining is one of the main causes of
deforestation. In order to mine, trees
and vegetation are cleared and burned.
E
Mining has meant deforestation for
large parts of Queensland and
Tasmania.
PL
• Deforestation affects nesting habits and
the migratory patterns of birds. It destroys the homes of valuable insect life.
• Chemicals used in mining are often discharged into rivers, streams and oceans.
These pollutants contaminate all living organisms within the body of water.
M
SA
43 HASS TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
Week 6
MATHEMATICS Lesson 4
Duration: 60 minutes
NA18 & NA19 TRACKERS & REVIEW:
TIMETABLES
NA18 & NA19 iMaths Tracker Book
LEARNING INTENTIONS
• Students check the
Activity 1 Instructions: reasonableness of answers
using estimation and rounding
1. Please complete the NA18 Decimal Addition to Tenths tracker tasks in • Students add and subtract
fractions with the same
your iMaths 5 Tracker Book, independently without any help or notes. denominator
SUCCESS CRITERIA
2. Ask your home-tutor to access the Tracker Answer Book to mark your
• Students use estimation and
work. rounding to check the
E
reasonableness of answers to
calculations (ACMNA099)
3. This task is designed to give you an indication of whether you • Students investigate strategies
understand this concept and can apply your understanding to solve problems involving
independently. If you still require further consolidation of this concept, addition and subtraction of
PL
inform your supervising teacher so they can provide some support
fractions with the same
denominator (ACMNA103)
material to assist you in furthering your understanding.
RESOURCES REQUIRED
• iMaths 5 Tracker Book
Activity 2 Instructions: • iMaths 5 Tracker Answer Book
• iMaths 5 Differentiation Task
Book (OPTIONAL)
M
1. Please complete the NA19 Decimal Addition to Hundredths tracker • Grid Exercise Book
tasks in your iMaths 5 Tracker Book, independently without any help or
notes.
2. Ask your home-tutor to access the Tracker Answer Book to mark your
SA
work.
3. This task is designed to give you an indication of whether you
understand this concept and can apply your understanding
independently. If you still require further consolidation of this concept,
inform your supervising teacher so they can provide some support
material to assist you in furthering your understanding.
Activity 3 Instructions:
1. Please review MG7 Read and Interpret
Timetables in your iMaths Student
Book.
• Re-read through the information
• Make sure you understand the
concepts
• Please re-work any part you had
trouble with
12 MATHEMATICS TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
2. If you didn't complete the Problem-solving task and Challenge activity,
please attempt them now.
3. If you haven't completed any MG7 Differentiation Tasks in your iMaths
Differentiation Task Book, you could use them for extra practice now, if
needed.
4. Please make sure that you understand how to read timetables.
• Look carefully at the timetable below and answer the questions in your Grid Exercise Book
E
PL
M
SA
• At what time on Thursday is the first low tide?
• At what time on May 11 is the second high tide?
• How long in hours and minutes between the first and second high tides on Sunday?
• How much later is the second high tide than the first low tide on May 12?
• How much earlier is the first low tide on Friday than the first low tide on Saturday?
5. Show your answers to your home-tutor and explain how you worked them out.
6. If you had difficulty with this concept, your home-tutor may be able to ask you some more questions
about this timetable for extra practice.
13 MATHEMATICS TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
Week 3
SCIENCE Lesson 1
Duration: 60 minutes
COMPARING PLANTS AND ANIMALS
Activity Instructions
LEARNING INTENTIONS
1. Review the previous content by using your Science Journal and Word • Students analyse how the
wall. Discuss the differences you found in the two bags from the last form of living things enables
lesson with your home-tutor. Discuss your understanding of them to function in their
environments
transpiration. Do you think the size of the leaves would make a • Students communicate their
difference to transpiration rate? ideas and findings using
multimodal texts
2. Read through the worksheet Comparing Plants and Animals carefully. SUCCESS CRITERIA
• Living things have structural
features and adaptations that
E
3. Compare the characteristics of the nocturnal fox from a desert in North help them to survive in
Africa with the bilby from a desert in Australia. their environment (ACSSU04)
• Science involves testing
predictions by
PL
• Record in your Science journal the common features you spotted
between these two animals.
gathering data and
using evidence to develop
explanations of events and
phenomena and reflects
4. In deserts, it is usually hot during the day and cold at night. For this historical and cultural
contributions (ACSHE081)
reason, the animals that live in the desert have special features that • Communicate ideas,
help them to live in such harsh conditions. explanations and processes
M
using scientific
representations in a variety of
• Many desert animals have thick skin that helps them to avoid water ways, including multi-modal
loss through sweating. texts (ACSIS093)
• Some animals hide in burrows to avoid the heat. The desert might RESOURCES REQUIRED
SA
appear empty during the day, but animals such as the bilby wait for • Science journal
the cool of night to emerge from their burrows. • Word wall
• Desert Science
• Some animals can even store food and water in their body.
WORKSHEETS REQUIRED
• TWLH chart
5. Observe the pictures of a desert plant with small leaves and a forest • Comparing Plants And
plant with large leaves on the worksheet. Animals
• Compare and record, in your Science journal, how the leaves of
these two plants are different and why that might be?
14 SCIENCE TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance Education
6. Water is scarce in deserts, the plants in the desert are also adapted to
survive with a minimal amount of water.
• Many of these plants have leaves that are small, and some are
reduced to spines or even absent.
• The leaves are smaller to reduce the surface area so as to avoid the
loss of water from leaves through transpiration. (Surface area is a
measure of how much of an object is in contact with the air.
• The stems of these plants are green. They prepare food for the plant
and also store water for the plant.
• Such plants have a long root system that goes deep into the ground
to absorb water.
7. Scan the QR code to watch the ClickView video, Desert Science. It has two
sections which will help you to consolidate your understanding. Make notes in
your Science journal, so that you may refer back to these during the unit.
• Section 1 – starts at 8 minutes and finishes at 11:30 minutes. This is about desert animals.
E
• Section 2 – starts at 16 minutes and finishes at 20 minutes. This is about desert plants.
Your home-tutor will need to preview this video before you view it to ensure the content is
PL
appropriate for you and your learning.
DESCRIPTION
This week on Scope, Dr Rob learns about dessert science! Yum... Oh wait sorry, we mean desert
science. From plants to animals, rainfall and even technology, Dr Rob is looking at different kinds of
deserts and how they work. Conduct an experiment with melting ice cubes, discover the adaptations of
M
desert animals, explore rainfall and the importance of water in the desert, learn about the variety of plant
species that thrive in desert conditions, and investigate the technologies used by people who call the
desert home! (ClickView, 2021).
SA
8. Discuss the video content with your home-tutor and finally, update the Word Wall with new or
technical words and update your TWLH chart if needed.
15 SCIENCE TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance EducationCOMPARING PLANTS AND ANIMALS
Compare this nocturnal fox from a desert in North Africa with
WORKSHEET: Comparing Plants and Animals
this Bilby from adesert in Australia.
Can you spot structural features these animals have in
common? Why might that be?
E
PL
• Fennec fox (Vulpes zerda) • Greater bilby (Marcrotis lagotis)
• Desert of North America • Desert of Australia
M
Compare the leaves of this acacia (desert plant) and this oak tree (forest plant).
How are the leaves of these two plants different? Why might that be?
SA
• Leaves of Mulga tree (Acacia • Leaves of an Oak tree (Quercus
aneura) robur)
• Desert of North America • Forest of Europe
16 SCIENCE TERM 3 | 2021 YEAR 5 – Riverside Christian College Distance EducationInterested in learning more about our Distance Education
program?
We would be pleased to discuss our Curriculum program with
you further. For more information, please contact us:
07 4123 5599
distance-ed@riverside.qld.edu.au
Copyright © 2021 by Maryborough Christian Academy.
All rights reserved. No part of this publication may be reproduced, distributed or
transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods, without the prior written permission of the
publisher, apart from any fair dealing or other statutory use permitted under the
Copyright Act 1968 Commonwealth of Australia.You can also read
