Week 4

Stage 4

Daily Prayer

Religious Education

Learning Intention

We are learning how faith informs our ecological decision-making.

Success Criteria

I will know I am successful when I…


  • I can define creation

  • I can reflect on the significance of creation in our everyday life

  • I can explain environmental impacts upon creation and offer ways of reversing these impacts

Aligned to SoS outcome number

KS2.2

Explains the moral imperative of ecological decision making for Christian adherents.

You will need

Notebook

Stationery

Device signed into school account

Watch

Activity

  1. Prayer engagement:

Before starting the work please take some time to pray.

  1. Complete the learning activities as directed using your copy of this document and the embedded resources.

  2. View the Youtube clip: Social Justice Statement reflection

Literacy

Learning Intention

We are learning to make meaning of the NEWS media and become discernible consumers of the medium, in order to make informed choices about what to do with the information we receive.

Success Criteria

I will know I am successful when I…

  • can identify the NEWS sources I consume

  • can distinguish between fact and opinion in the NEWS I consume

  • can articulate why being a critical viewer of NEWS is important

Aligned to English outcomesEN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

You will need

Device

Activity

  1. Answer questions on the Fact and Opinion Task doc

  2. Complete ABC Online Quiz

Questions to support my thinking

Activity too hard?

Read the story, ‘Kids urged to get real on fake news’. Why is it important to understanding the NEWS?


Activity too easy?

If you found this interesting, find a story online and see if you can find another medium which has produced that same story. For example, listen to a radio NEWS bulletin and then read an online newspaper version of that same story. What are the differences in how that story is delivered? What are the considerations of the possible audiences which may explain those differences?

Resources

Numeracy

Learning Intention

We are learning to create and solve algebraic equations

Success Criteria

I will know I am successful when I…


  • can create equations and expressions that solve the problem.

  • can explain the differences between solutions

  • recognise patterns that will explain solutions to the problem

Aligned to Mathematics outcomesMA4-2WM applies appropriate mathematical techniques to solve problems MA4-3WM recognises and explains mathematical relationships using reasoning MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations

You will need

Calculator

Stationery

Workbook

Number Line

Activity

Write two different expressions involving the variable x that gives an answer of -16 if x = - 4


Show all of your working and justify your answer both mathematically and in words.


Consolidating Task:


  1. Write two different expressions involving the variable x combined with other integers, so if x=-5 the expression would equal (i) -3 (ii) 0 (iii) 13

  2. Write two different expressions involving the variable x2 that gives an answer of -12 if x=-4

Questions to support my thinking

Activity too hard?

  1. Use the Number line, if needed

  2. Write two different expressions involving the variable x that gives an answer of 12 if x = 1

  3. a) Write an expression with the variable x using at least two terms.

b) Substitute x=2 into this expression. Show your working and your answer.

Keeping x=2:

c) Can you change your expression so that the answer is now 10?

d) Can you change your expression so that your answer is 0?

e) Can you change your expression so that your answer is -1.?

  1. a) Use cups and counters to create an expression. (see examples below) Let each cup be x.

b) Let x = 3. Put 3 counters in each cup. How many counters in your expression altogether?

c) Now let x = 5. Make sure there are 5 counters in each cup. How many counters in your expression now?


Activity too easy?

What if your expression had three or more terms? Write two different expressions with three or more terms so that your expression equals -10, when x= 0.

  • A motorcycle’s speed in metres per second after a particular point on a racing track is given by an expression, where t is the time in seconds. If the motorcycle's’ speed after 4 seconds is 112 metres per second, what could the expression be? Give two possible solutions involving at least two terms combined with other integers, justify your answer. Make sure at least one of your expressions has a negative integer.

  • Make your own question similar to the ones you have tried.

Resources

Brain Break(er)

I CAN CHOOSE...

Choose from any of the Brain Breakers here. Have fun choosing, completing and sharing the task! Choose a different task each day - or build on the one you started.

Stages 3 and 4 - Term 4 Brain Breaks