Week 5

Stage 5

These learning activities are designed to be completed in sequence beginning on Monday

Daily Prayer

Religious Education

Learning Intention

Students learn about the Eucharist as a sacred memorial meal (Passover and Last Supper) and a sacrifice (‘this is my Body which is given for you’).

Success Criteria

I will know I am successful when I:


  • can define real Presence

  • can compare and contrast the physical encounter with Jesus of the disciples, to an encounter with Jesus through the written word as experienced by people today

  • can reflect on why many people, even those of faith, are challenged by the real Presence

You will need

Device

Listen

Google Doc

Book

Share

Lead Pencil

Activity

Students complete the instructions and activities on the micro-lesson Stage 5 scaffold attached as the Resources below.


Questions to support my thinking

Activity too hard?

  • Identify challenges on the personal jamboard


Activity too easy?

  • Engage with extended content on the Together at One Altar website

English

Learning Intention

We are learning to define perspective and understand how it is used to shape meaning in a text.

Success Criteria

I will know I am successful when I:


  • can define perspective.

  • can explain how the forms and features of a text are used to present perspective by applying the Frayer Model.

  • can answer questions using examples from the text.

Aligned to English outcomes

EN4-5C Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.

You will need

Device

Google Doc

Listen

Watch

Activity

Access and view the Google Slide and complete all activities on the Google Doc.

Questions to support my thinking

Activity too hard?

  • If you find this a challenge, watch the video on PERSPECTIVE from the NESA website


Activity too easy?

  • If you find this interesting, look at this website and think about how these images challenge perspectives.

Resources

Mathematics

Learning Intention

To understand how to solve simultaneous equations.

Success Criteria

I will know I am successful when I:


  • can solve simultaneous equations in a pictorial form.

  • can solve simple simultaneous equations that are algebraic.

Aligned to Mathematics outcomes

Solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques. MA5.2‑8NA


You will need

Device

Paper

Book

Activity

These 'facebook' type problems lead into a mathematical concept called simultaneous equation.

Your task is to, while solving the pictorial models, develop a method that will work for more complicated, algebraic tasks.


See the Lesson Activity in the Resources section below.


Questions to support my thinking

Activity too hard?

  • When figuring out the question below, work out what is different on either side of the equal sign.


# # # + $ $ $ = 15


# # + $ $ $ = 9

  • In what ways are these two questions the same?


@ @ @ + & & = 20 ----- 3x + 2y = 20


@ @ + & & = 18. ----- 2x + 2y = 18


What is @ worth

What does x = ?


Activity too easy?

  • What if the coefficients are different? Is there a way to solve


2x + y = 12 and x + 2y = 10. ?

  • Could you make the coefficients the same?


Resources

Brain Break(er)

This week's brain break tasks have been designed in response to the upcoming 'Un Climate Change Conference' to be held in Glasgow. You will be challenged to take small steps to measure the impact we, collectively, have on our environment.

Week 5 - S3-5 - Term 4 Brain Breaks