Week E
Stage 3
These learning activities are designed to be completed in sequence beginning on Monday
Daily Prayer
n the name of the Father, and the Son and the Holy Spirit, Amen.
Loving Father, I gather in Your presence.
I invite stillness into my heart.
May I breathe in Your peace and breathe out all my worries.
Holy Spirit, speak to me through this time in prayer so that I can hear God’s voice in my heart.
Loving Father,
Thank you for the gift of love. I pray that you would use me to share your love with others. Help me to live out love. Help me to live out a love that is patient, kind, without envy, without pride. A love that keeps no record of wrongs. A love that always protects, always trusts, always hopes, always perseveres. May I be brave to love unconditionally.
We pray this in the name of love, Jesus Christ,
Amen
Religious Education
Learning Intention
We are learning to appreciate our call in the Church through a life of mission led by the Holy Spirit.
Success Criteria
I will know I am successful when I can:
describe the church as a community of people gathered in faith and living out the faith.
S3 demonstrate an understanding and appreciation of the Church as being led by the Holy Spirit, as honouring Mary and as having a life and mission in which individuals are called to various ministries of service.
You will need
Device
Paper
Coloured
Activity
View this clip - What is the Church?
People of God
What does this image suggest to you about the nature of the Church?
How do we as the people of the Church live this out daily?
To what degree do you think the Church, your school, or the community in which you live measures up to this image?
Questions to support my thinking
Activity too hard?
View this clip - What is the Church?
Write 5 things that you can identify with Church or your faith community.
Activity too easy?
View this clip - What is the Church?
Body of Christ
What does this image or symbol suggest to you about the nature of the Church?
Saint Paul used the image of the Body of Christ to show unity amid diversity in the Church, much
as a human’s body parts are all different but work together as one.
How might this image of a body apply to social and cultural diversity? Add any other areas of diversity you believe should be
included.
English
Learning Intention
We are learning to recognise how authors use humour to influence an audience in an imaginative text.
Success Criteria
I will know I am successful when I:
identify the intended audience, purposes, underlying theme or key messages of a text.
recognise creative language features that can be used to create a humorous effect to influence and entertain an audience.
Aligned to English outcomes
EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections, between texts when responding to and composing texts.
Questions to support my thinking
Activity too hard?
Use the language videos (on slides 6 and 7) to help you OR talk to an adult.
Activity too easy?
Design your own comic character to represent someone who is addicted to exercise eg. Fitness Freak or computer games eg. Mouse Potato. Write your own humorous story about finding a better balance.
Resources
Mathematics
Learning Intention
We are learning to describe the properties of tessellating shapes and tessellate using squares and triangles.
Success Criteria
I will know I am successful when I:
can identify shapes that tesselate
use problem solving strategies to explore situations mathematically.
Aligned to Mathematics outcomes
MA3-15MG: manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties.
You will need
Device
Paper
Activity
Simon has just discovered copycats. A square is a copycat because you can put four of them together to make another square.
Simon wonders if triangles and circles are copycats.
What do you think?
Questions to support my thinking
Activity too hard?
Are equilateral triangles copycats? Use the pattern blocks to see.
What are the properties of an equilateral triangle? How do you know that they are equal?
Are all triangles copycats?
Activity too easy?
Simon talks to Ben about his copycats. Ben notices that you need four squares to make a bigger square and four triangles to make a bigger triangle. Can you make a square with any other number of squares? How many squares can you put together to make a square? Is there a pattern here?
What other shapes are copycats?
Resources
Click to use the interactive pattern blocks
Click to print question.
Copycats by NZ Maths. Available under public domain.