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Homework – Week 3

Please ensure you complete all tasks set. Work will be checked on Monday 30th October.

  1.  Reading – 5 times for the week. Please make sure this is recorded in your homework book and signed by a parent or guardian.
  2. 100 word challenge. Set yourself a personal goal this week in your writing. Can you incorporate some “show not tell” or some personification. Try to make this a showcase piece!
  3. HotMATHS tasks
  4. Literacy circle work. If you have been absent, please ensure you check in with your group to see how far you should read this week and what role you have been allocated.
  5. Poetry reading – make sure you don’t leave choosing your poem and rehearsing reading aloud until the last minute. Check the timetable for when you are rostered on!

Poetry Sharing

As part of our work on Poetry this term, all students will be sharing a poem aloud with our class.

You are able to choose either a poem you have written, or one you have enjoyed or connected to in some way.

It is expected that you will practise this poem before you present, and that you will choose a poem of an appropriate length. If you are uncertain if your poem is suitable, please check with Libby BEFORE the day you have been allocated.

We are planning to share the poems in our library sessions on Thursdays, however this may need to be adjusted some weeks.

Week 3:  26/10   Abe   Ebony   Charli   Thomas   Dorsa
Week 4:  2/11   Tiia   Ty   Martin   Tiana   Zedekai
Week 5:  9/11   Carah   Bridget   Aaliyah   Roy
Week 6:  16/11   Lucy   Juliet   Aryaveer   Evan
Week 7:  23/11   Tash   Declan   Fin   Flynn
Week 8:  30/11  Grace   Stavros   George   Asantha

Homework Week 8

Apologies for the delay in posing details on the blog, however, all information is the same as on the homework board in class.

  1. 100 word challenge
  2. Reading 5x per week (signed and dated please)
  3. Grade 5’s – school captain speech (presenting on Thursday)
  4. Literacy circle homework (please ensure you have read the appropriate chapters and written out the homework for your role this week – We will discuss on Monday.
  5. Classmasters (Due Friday 8/9)

Class Masters 2017 – Updated 5/9/17

Homework – Week 7

Homework for this week…

  1. 100 word challenge (Due Monday 4th September)
  2. Literacy circle work (if not completed in class time)
  3. Reading (minimum 5 times for the week – and signed by parent) – Due Monday 4/9
  4. Grade 5’s – School Captain speeches (Due Thursday – 7/9/17)
  5. Classmasters debates and speeches (Thursday and Friday this week (31/8 and 1/9)

Writing Competition

Writing Competition


Write4Fun are running a writing competition!

You write a poem or short story and are in the running for great prizes for you and for our school.

Entries close at the end of this month-31st of August

The link for the details and to enter the competition is here:


the rules for the competition can be found here

Make sure if you enter that do enter that you also copy the piece of writing onto your blog to share it with your learning community.

I’m happy for you to send me drafts to get feedback before you publush.

Good luck & have fun!

Adaptations Research Project


Science Knowledge

Biological – Science Understanding

  • Living things have structural features and adaptations that help them to survive in their environment
  • The growth and survival of living things are affected by the physical conditions of their environment

Science Inquiry Skills

Questioning and predicting

  • Create questions that lead into a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules

Planning and conducting

  • Plan an investigation to answer questions and use equipment, technologies and materials safely, identifying potential risks
  • Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

Recording and processing

  • Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data

Analysing and evaluating

  • Compare data with predictions and use as evidence in developing explanations
  • Suggest improvements to the methods used to investigate a question or solve a problem


  • Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships (VCSIS088)


Personal & Social Capabilities

  • Reflect on how personal strengths have assisted in achieving success at home, at school or in the community
  • Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
  • Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved
  • Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles
  • Describe the various causes of conflict and evaluate possible strategies to address conflict




To conclude our science unit on adaptation students will prepare an information display and presentation with supporting resources on a desert animal or plant. The audience for this presentation will be other Year 5-6 students. The purpose is to inform/teach.

Teams should comprise a year 5 and a year 6 student chosen to ensure effective use of time.

Before beginning and during the process teams must allocate roles and monitor progress.

Teams should assist one another to manage tasks and time and remind each other of their personal responsibilities. All team members must be responsible for at least one aspect of research and presentation.

There should be recognition of balancing the responsibilities between team members.

Your presentation should:

  • describe the desert environment to which the species is adapted
  • describe the structural features and behaviour of the species
  • make claims about which are key adaptations that help the species survive.

Your presentations will be showcased during the last week of term where each team member will have to share their knowledge, answering questions from other students.

Examples of oral presentations by scientists on adaptations can be found at:

Museum expert presentations


(Don’t worry- your presentation doesn’t need live animals!)

Present your research on a display board or in digital format.

(example only- yours may look different)

Show what you know about writing information reports- features and style. You will have access to and be marked according to a rubric.


Begin by making predictions about what you think might be some possible adaptations of your plant /animal. Say why you think this might be an feature or behaviour of your plant/animal.

Note taking: 

Take notes from at least 3 sources before using these notes to draft your report in your own words.

Drafting & Publishing:

  • The language of your report should be impersonal and contain three tier words.
  • Use a font size of at least 16 points for the text on your display board, so that it is easy to read from a few feet away. It’s OK to use slightly smaller fonts for captions on picture and tables
  • The title should be big and easily read from across the room. Choose one that accurately describes your work, but also grabs peoples’ attention.
  • Graphic features- Use photos or draw diagrams to present non-numerical data, to propose models that explain your claims. Try to find or create a graph to illustrate an aspect of your learning. (you could use Excel)
  • Include an annotated drawing to identify the adaptations of your plant/animal (similar to the one on ‘Camel features’)
  • You may choose to construct a 3D model instead of or as well as your annotated diagram-expected or extension?
  • The diagram and model should highlight the features and adaptations that are central to your species’ survival in the desert. Where possible, structural features on your model should be created to clearly show how the feature works to help the animal survive.
  • A Bibliography. At least three sources.


Your group should include a  proposal for an experiment to investigate if your claimed structural feature of the animal/plant is an adaptation for surviving in a desert environment. You will use your knowledge of models, variables, controls and fair testing that you learned during our 2 experiments this term. Deciding on what you and your team think you can achieve in the given time, you can either:

  • propose an investigation (include mention of what variables will be tested and what variables will be controlled)
  • plan the experiment (using the template we have used in our previous science experiments)


  • conduct your experiment and observe, record and share the results in your final display. Would you change or improve your experiment if you did it again? What might be another experiment that could be carried out to extend knowledge of this area?


These presentations will be on display during Science week in term 3