3990 Learning at home workbook 6 ebook

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Learning at home workbook 6 (Year 6) 

Published by R.I.C. Publications ® 2020 

Copyright © R.I.C. Publications ® 2020 

ISBN 978-1-922313-88-1 

RIC–3990 

Titles in this series: 







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CONTENTS PAGE 

Week 1................................................................................ 2 

Week 2.............................................................................. 30 

Week 3.............................................................................. 59 

Week 4.............................................................................. 87 



R.I.C. Publications® www.ricpublications.com.au 1 ISBN 978-1-922313-88-1 Learning at home workbook 6

ENGLISH 

WEEK 1 

Reading comprehension – The Lake District................................................... 3–5 

Reading comprehension – Postcards from Provence...................................... 6–8 

Grammar – Nouns............................................................................................... 9 

Grammar – Verbs.............................................................................................. 10 

Writing – Narrative........................................................................................11–13 

Proofreading and editing – Be healthy! Be happy!............................................. 14 

Proofreading and editing – The ballad of Ned Kelly........................................... 15 

Proofreading and editing – Art thief arrest......................................................... 16 

MATHS 

Geometry – Classifying angles.......................................................................... 17 

Geometry – Naming and measuring angles...................................................... 18 

Number – Place value....................................................................................... 19 

Number – Expanded notation............................................................................ 20 

Number – Rounding numbers........................................................................... 21 

Measurement – Units for length........................................................................ 22 

Measurement – Measuring in millimetres.......................................................... 23 

Probability – Chance.......................................................................................... 24 

Probability – Making predictions........................................................................ 25 

SCIENCE 

Biological sciences – The skeletal system......................................................... 26 



Biological sciences – The structure of the eye.................................................. 27 

Biological sciences – The structure of the ear................................................... 28 

Biological sciences – Our circulatory system..................................................... 29 


The Lake District – 1 

Text 

Read the report. 

Ask anyone to choose five areas of outstanding natural beauty in 

Great Britain and you can be sure the Lake District will be mentioned. 

Nestled in the far north-west of England, in the county of Cumbria, the 

Lake District National Park is one of superlatives. 

‘The Lakes’, as the area is commonly known, is the largest, by area, 

of England’s national parks. It contains all the land in England over 

915 m above sea level; the highest peak being Scafell Pike at 978 m. 

It is home to the longest and largest English lake, Windermere, and 

the deepest, Wastwater. Without doubt, it has some of the most 

stunning scenery of all the British Isles. Unfortunately, it also has 

the dubious honour of being perhaps the wettest place in England! 

The geology and natural topography of the Lake District are the result 

of millions of years of geological activity, including volcanic eruptions 

and glacial sculpturing. The park has 16 lakes, set in the valleys of the 

majestic, brooding fells (moors) but there are also many mountain lakes, 

known as tarns, high up in the hills. An aerial view of the district has been 

likened to a bicycle wheel with the lakes and valleys radiating like spokes 

from the central hub at Dunmail Raise, the highest point on the road 

between the towns of Kendal and Keswick. 

Although the Lake District is a rural area with many thriving farming 

communities, tourism has taken over from agriculture as the backbone 

of the economy. With close to 15 million visitors each year, there are many 

ways to earn a living. The hospitality trade is the biggest employer, providing accommodation to suit all 

budgets, from campsites to luxury hotels, and food outlets from cheap and cheerful cafes to celebrity chef 

restaurants. 

There are an infinite number of ways to enjoy the natural environment of this magnificent corner of England: 

fishing, boating, sailing, canoeing and rowing on the lakes; pony trekking, hiking and cycling on the fells; climbing 

and abseiling on the rocks; and paragliding, silently surveying the spectacular scenery the Lake District has on 

show. Even on rainy days, there is plenty to do as there are many caves and old mines to be explored. 

The towns of Keswick, Ambleside and Windermere are very popular with tourists as they offer a central location 

from which to explore the area and gain access to the many activities. But Mother Nature and outdoor leisure 

pursuits are not the only reasons for The Lakes’ popularity. 

The Lake District is steeped in history. Lying so close to the border with Scotland and the impressive Hadrian’s 

Wall, it is not surprising that there is evidence of early Roman Britain in the area. At Ravenglass, you can visit 

the remains of a Roman bath house; and a short distance away, at Hardknott, are the remains of a fort. Tucked 

away in a quiet corner of Ambleside, often missed by the hordes of tourists, is Galava, another Roman garrison. 

Travelling even further back in time to the new Stone Age, it is believed there was a stone-axe ‘factory’ in the 

centre of the national park. Greenstone, a very hard volcanic rock, was quarried from rocks at Langdale Pikes. 

Examples of lakeland neolithic axes have been found all over Britain, suggesting they were used in trading. 

The Lake District is also famous for its links with literature. Beatrix Potter’s farm and Hill Top House were the 

setting for her Peter Rabbit and friends stories. Windermere and its lake and fells were the setting for many 

of Arthur Ransome’s Swallows and Amazons adventures. At the turn of the 19th century, William Wordsworth, 

famous for his Daffodils poem, was one of the Lake Poets who lived in the area. The most famous and popular 

series of guidebooks for walking the fells of the Lake District are those written by Alfred Wainwright in the first 

half of the 20th century. The maps and illustrations are all hand drawn but with such detail and accuracy that, 

together with his explanations of the routes, they still make an excellent companion for today’s hikers. 



With the arrival of communication links and changing patterns of industry, life for the people of the Lake District 

has altered over time, but one constant has always remained ... its awesome beauty. 

My learning log When I read this report, I could read: all of it. most of it. parts of it. 



1. (a) Which definition best describes the report on page 3? Circle A or B. 

A Research report, using evidence from a variety of sources to present an objective view on the effect of one thing on 

another. 

B Descriptive report, giving information about many aspects of one thing. 

(b) Write appropriate subheadings for the report and say which paragraphs, from 1–10, would be 

included under each. 

(c) The author has included some opinions that indicate how he or she feels about the Lake District. 

Write three of these opinions and say how you think the author feels about the Lake District. 

2. Write a single summary of paragraphs 7 and 8. In the text, underline the main points from these 

paragraphs that you believe should be mentioned in your summary. 

3. Explain why tourism has become the major industry in the Lake District. 



4. In 2001, there was a major outbreak of foot and mouth disease across Britain and access to the 

countryside was forbidden. What effect do you think this would have had on the economy of the Lake 

District? 

My learning log 

While doing these activities: 

I found Q easy. I found Q challenging. I found Q interesting. 



Word knowledge 

1. How has the author linked paragraphs 1 and 2? Give examples to support your answer. 

2. (a) Scan the text for the example of alliteration that describes the experience of paragliding. Write it here. 

(b) 

Imagine yourself paragliding over the Lake District. Use the alliterative phrase above to help you 

describe what it might be like. 

3. (a) Separate each word into its base word and inflection. 

(b) 

(i) mentioned (ii) spokes 

(iii) travelling 

(iv) wettest 

Add the suffix -ion or -ation to the base of each word, to change it from a verb to a noun. 

(i) suggesting (ii) altered 

(iii) radiating 

(iv) explored 

4. (a) Circle the word that could best replace hordes in the phrase, ‘... the hordes of tourists ...’. 

(b) 

crowds parties groups 

A homophone of horde is ‘hoard’ meaning ‘to collect and store away’. Write a sentence including 

both words. 

5. Write a sentence using the homograph of the verb to row used in paragraph 5. 

6. (a) In paragraph 2, the Lake District is described as having, ‘... the dubious honour ...’. 

Circle the word that could replace dubious in the text. 

(b) 

doubtless doubtful definite 

In paragraph 7, Galava is referred to as, ‘... another Roman garrison.’ 

Which word, from the same paragraph, explains what a garrison is? 

7. Separate each word into its syllables. Circle the stressed syllable. 

(a) evidence (b) geological 

(c) companion (d) hospitality 

8. Use a dictionary to find the definition of each word. 

(a) 



geology: the study of 

(b) topography: the study of 


Colour: 

I can / can’t use alliteration in my writing. 

I can / can’t use the suffix ‘-ion’ to change verbs to nouns. 

I can recognise / can’t recognise homophones and homographs. 


Postcards from Provence – 1 

Text 

Read the postcards written by three members of one family on holiday together. 

Hi Liz and Phil 

It’s great to be back here in this lovely corner of 

France for four glorious weeks. Our days have 

settled into the usual pattern of early morning trips to 

the local patisserie for fresh baguettes and croissants 

before visiting a nearby market – my favourite pastime. 

In the heat of the day, we relax in the shade of the 

trees by the river. The only thing that moves faster than 

a snail is my bookmark. I’ve read three books already! 

By late afternoon, we’re ready to amble around one of 

the old towns, steeped in the history of a bygone age. 

George and Will prepare dinner each evening, giving 

me time to stroll along the nearby lanes and inhale the 

delicious scent of wild lavender. It’s a good trade-off 

and I don’t mind clearing up after them. 

Hi Harry and Charlie 

Greetings from somewhere in France! I’m having a 

great time. My reward for not complaining about 

being dragged around the local markets every 

morning is visiting one of the nearby river beaches. 

There are always a few other kids to hang around 

with. We don’t all understand each other as we 

come from different countries, but who cares? 

Having fun jumping into the water from a rock or 

a tree rope is the same in any language! 

The oldies just sit around reading and sleeping 

because it’s so hot, but we’re on the go all the 

time. If there’s enough of us, we’ll have a game 

of football; it’s probably a good job we can’t speak 

each other’s languages or we might end up arguing 

about who’s got the best national team! 

Dear All 

I go for a bike ride early each day while Kate 

and George do the bakery run. Cycling’s 

a great way to explore the area and soak up 

the atmosphere. Then it’s off to a market 

where I’m tempted by loads of delicious, fresh 

produce; I’m enjoying my role as celebrity 

chef, trying out traditional recipes for each 

evening’s meal. George is turning out to be 

a keen kitchenhand and it’s become a ‘men 

only’ zone ... until cleaning-up time! 

We go to the river beach every day where 

George has made a great collection of 

cosmopolitan comrades. I’m hoping this will 

The converted cowshed we’re staying in has many of the 

original features including the mangers, chains and, 

believe it or not, dung channels! It’s all very rustic but 

spotlessly clean. The kitchen is well-equipped and the 

beds are comfortable, so we have no complaints! 

I could stay here forever. We’re even talking about 

buying our own place to renovate. It makes perfect 

sense to me as we do come here every year. What do 

you think? 

Bye for now 

Kate 

After a couple of hours, I’m dragged away to one 

of many old towns Mum and Dad want to visit. 

I have to admit, they’re pretty interesting, with 

their many alleyways and narrow cobbled streets. 

Some towns don’t allow any cars and others have 

one-way streets because there’s no way two cars 

would fit. Then it’s back to the house for some 

French cuisine. Dad and I create, leaving poor old 

Mum to clear up afterwards! 

See you guys on my return 

George 

encourage him to study foreign languages 

at school. It’s great to see the kids having so 

much fun together, without any techno toys. 

I dive in occasionally for a refreshing swim 

but mostly I enjoy a snooze with an open 

book resting on my lap. 

Later in the day we head to one of the many 

medieval towns – they are so amazing! Kate 

always makes a beeline for the estate agents 

... I hope she’s not getting any ideas! 



I don’t miss work at all 

Will 

My learning log When I read these postcards, I could read: all of them. most of them. parts of them. 



Comprehension 

1. Do you think the family will return to France for another holiday? Use evidence from the text to support 

your answer. 

2. Write a fact and an opinion from each postcard. 

Postcard Fact Opinion 


George 

Will 

3. As a historian in the future, what information would these postcards give you about Will, Kate and George? 

Will 


George 

4. Write the events that occur during each part of the day. State who takes part in each event. 

Early morning Mid-morning Early afternoon Late afternoon Early evening Late evening 

5. What clue does the sentence, ‘The only thing that moves faster than a snail is my bookmark’, give you 

about the summer weather of Provence. 



6. On a separate sheet of paper, paraphrase the text from all three postcards to write a single postcard 

from the whole family, written by Kate, Will or George. 

My family postcard is written by . 







1. Write and explain the meaning of an example of alliteration in the postcard written by Will. 

2. Cuisine is a French word meaning ‘kitchen’. When it is preceded by an adjective, as in French cuisine, 

its meaning changes. 

What does French cuisine mean? 

3. Circle the word that could be used to replace ‘not complaining about’, in the first paragraph of the 

postcard written by George. 

enduring endearing enforcing 

4. (a) Separate each word into its base word and inflection(s). 

(b) 

(i) settled (ii) giving 

(iii) beaches 

Separate each word into its base word and prefix. 

(iv) occasionally 

(i) encourage (ii) refresh 

5. Write the two words from the postcard written by Kate that mean ‘to walk slowly’. 

6. A homophone of the word ‘great’ is grate, which has a few different meanings as a noun and a verb. 

Use a dictionary to find these meanings and write a sentence that includes both words. 


(a) favourite (b) delicious 

(c) medieval (d) cobbled 

8. From each postcard, write a phrase containing evaluative language that describes how the person feels 

about something. 

Will 


George 

9. (a) Are these postcards examples of formal or informal writing? 

(b) 



Explain your answer. 


Colour: 

I understand / need more practice on alliteration. 

I can / can’t recognise stressed syllables in words. 

I understand / need more practice on evaluative language. 


Nouns 

Common nouns are names for general people, places and things, proper nouns 

tell us exactly who or what are the specific things in a sentence and collective 

nouns are the names for groups of people, places and things. 

Example: The team (collective noun) played a good game (common noun) on 

Saturday (proper noun). 

Without nouns, sentences give little information and can be hard to understand, 

but by using nouns, sentences are more informative. 

Example: He went to there, got her, and put her up there out of reach of them. 

King Kong went to the hotel window, reached in, got Ann, and put his 

friend up on top of the building out of reach of the soldiers. 

1. (a) Read the email containing few nouns and uncapitalised proper nouns. 

(b) 

Rewrite the email, adding capital letters and some further nouns for extra meaning. 

SuperMail 

Hi dawn, it’s sandy! I hope things are well in riverville, it’s all good over here. I’m 

happy ‘coz dad finally bought me that game I wanted ... but mum only lets me 

play with it on saturday and sunday. It’s so unfair! Anyway, we’re going out this 

wednesday to some restaurant with dakota’s team. I’m looking forward to eating 

lots! Bye ... sandy. 

2. Make as many nouns (four or more letters long) as you can from these letters. Use the letters in any 

order, but each letter can only be used once. 



t s d 

n o h 

u k b 


Verbs 

A verb is a word which shows actions, or states of ‘being’ or ‘having’. 

1. Read the story below then highlight all the verbs. 

The ghostly image crept closer and closer through the foggy night. Its shadowy limbs floated around the 

murky corpse like seaweed carried by oceans currents. 

The drumbeats in my skull increased with each step as it approached. The flutter of butterflies in my 

stomach became a herd of elephants. My shaky knees tied me to one spot like a child playing a game 

of statues. 

Why had I taken a shortcut across the moors? No matter how late I was, I should have remembered the 

whispers. I wonder if my headstone will read, ‘He acted without thought and learnt a harsh lesson.’ 

2. Complete the answers. 

(a) 

(b) 

(c) 

(d) 

(e) 

How many verbs did you find? 

Write four verbs which are single words. 

Write two verbs which consist of two words. 

Write one verb which consists of three words. 

Write the auxiliary verbs (helping words) which form part of each verb. 

(i) 

(ii) 

taken 

read 

(iii) should remembered 

3. Write verbs to complete the sentences. 

(a) I so scared that my breath out into the night air 

like steam. 



(b) Before I to bed, I to some creepy tales about 

spectres and lost sailors. 

(c) My thoughts on ghosts and graves, instead of the test I was 

. 

(d) The sailor’s wife for him for many years and always 

that he would 

home. 


Narrative 1 

Estelle Lebrun was living in occupied France 

in 1942 with her mother and father who were 

working for the French Resistance, producing 

false identifi cation papers for escaped prisoners 

of war. 

Estelle’s job was to deliver the papers to a dead 

letterbox without being noticed by the German 

offi cers. It was a dangerous errand as the 

soldiers were always nearby, wandering around 

the square and the quiet lanes of the small 

country town. Estelle knew she was the only 

person her parents could trust as messenger 

during these troubled times. No-one could be 

certain that a friend or neighbour wasn’t a 

German spy or a French collaborator. 

The letterbox was hidden in a stone wall, just 

behind the large oak tree on the quiet path leading 

down to the river. As Estelle made her way 

across the square, she tried to act normally, 

calling to her grandfather who was playing boules 

with his friends. She sat on the low wall under 

the shade of the plane tree, pretending to take an 

interest in the game but secretly watching the 

soldiers, waiting for her chance to go unnoticed 

to the path. 

A small dog came to play with her. She decided 

to use him as a decoy, throwing a stick for him 

to fetch and return. Gradually, the pair made 

their way towards the path. In a moment, they 

would be out of sight of the square. Estelle’s 

heart began to race. But as she tried to calm her 

thumping chest, she heard the sound she had been 

dreading. 

‘Achtung!’ yelled one of the soldiers. 

Without looking up, Estelle knew he was 

shouting at her. 

Resistance 

As he approached, the soldier waved his rifl e at 

Estelle and then pointed it directly at the bag she 

was holding. Although Estelle did not speak his 

language, she knew exactly what he was asking. 

What would she do now? 

At that moment, a convoy of army vehicles 

thundered into the town square. The soldier was 

torn between satisfying his curiosity about the 

contents of her bag and returning to his post. 

Estelle heaved a great sigh of relief as he turned 

and ran back up the path. 

She ran on to the oak tree, checked that no-one 

was watching and hid the parcel in the wall, 

taking care to conceal it completely. She then 

raced home because she had an important job to 

do. 

Later that afternoon, the soldier called to Estelle 

from across the street. He snatched her bag and 

pulled out a parcel. As he tore it open, out fell 

three sheets of card bound together with ribbon. 

On each was glued a dried fl ower. 

‘A present for my grandmother’, she whispered 

softly. 




Use the narrative on page 11 to complete the page. 

1. Title 

Write an alternative title for the narrative. 

Examining narrative 1 

2. Orientation 

Write a question for each answer. 

Question 

3. Complication and events 

The complication of the story is the safe delivery 

of the papers to the dead letterbox. 

(a) Write, in order, four events which occurred 

as Estelle tried to deliver the papers. 

(b) Write four descriptive words or phrases that 

indicate Estelle was nervous. 

Answer 

Estelle Lebrun 

France 

1942 

French Resistance 

dead letterbox 

4. Resolution 

Write another resolution to the narrative. 

5. Conclusion 

Why did the author include the final paragraph? 




1. Plan a narrative for an adventure story based on fact. 

Narrative plan 1 

Title 

Orientation 

Complication and events 

Resolution 

Conclusion 



2. Write your narrative. 3. Edit your work. 


Be healthy! Be happy! 

Read the exposition. 

Editing skills 

we need to improve our lifestyles. 

The car TV and fast foods are turning 

us into a nation off unhealthy, unfit people. 

More peeple suffer from diet-related illnesses 

than ever befour as a result of regularly 

eating meals high in fat and sugar Young 

people need to lurn the importance of eating 

hellthy food to prevent medical problems. 

TV DVDs and computer games are becoming 

the most popular leshure activities for many 

young people. more time needs to be spent 

enjoying physical activities that rays the 

heart rate and make the body work harder 

We are relying two much on the car for transport. 

there must be times when we can walk instead. 

If we look after our body’s they will work well for us. 

Lets do it! 

1 Punctuation 

(a) Underline the 8 punctuation mistakes 

in the text and write the correction in 

the space at the end of the line. 

2 Grammar 

Adjectives describe nouns. 

(a) Find the nouns in the text described by 

these adjectives. 

(i) fast (ii) medical 

(iii) popular 

(iv) physical 

3 Spelling 

(a) There are 9 misspelt words. Underline 

each and write it correctly in the space at 

the end of the line. 

The plural of words is made in 

different ways: by adding ‘s’, 

‘es’ or, if the word ends in ‘y’, 

it is changed to ‘i’ before ‘es’ is 

added; for example, ‘boot(s)’, 

‘match(es)’, ‘ladies’ (‘y’ to ‘i’ and 

add ‘es’). 

(b) Underline all the plural nouns in the text 

using a different colour for each of the 3 

different ways the plural is made. 



4 Vocabulary 

(a) Write an antonym (a word with the 

opposite meaning) for each of these 

words from the text. 

(i) 

popular 

(ii) leisure 

(iii) regularly 


The ballad of Ned Kelly 

Read the ballad. 


an irish lad named ned kelly 

was born in 1854. 

his parents worked from dawn to dusk 

but still were very poor. 

but still were very poor. 

when ned was twelve his father died 

and life got even worse. 

at sixteen years he went to gaol 

for recieving a stolen horse. 

for recieving a stolen horse. 

an argument with a policeman 

(fitzpatrick was his name) 

sent mrs kelly away for three years 

and then ned rose to fame. 

then ned rose to fame. 

the bush became his second home 

and when one day, by chance 

he came upon some policemen, 

he finally took a stance. 

he finally took a stance. 


The beginning of each line 

of a poem generally begins 

with a capital letter. 

(a) Circle the word at the 

beginning of each line 

which needs a capital letter. 

(b) Underline 16 proper nouns which need a 

capital letter. 

2 Grammar 

(a) Find and write adjectives to match these 

nouns: 

the kelly gang shot them dead 

and robbery became their trade. 

no rich man’s bank was safe from them 

and a legend had been made. 

a legend had been made. 

june 1880 will be remembered 

as ned kelly’s last stand, 

dressed in armour made of steel 

with shotgun in his hand. 

shotgun in his hand. 

his comrades fell and still he fought 

relentless to the last. 

more than twenty-eight bullets peirced 

his skin 

and so the die was cast. 

so the die was cast. 

in november 1880, at twenty-eight, 

ned’s life came to an end. 

a hangman’s rope sealed the fate 

of our bushranger legend. 

our bushranger legend. 

(iii) rope 

(iv) legend 

3 Spelling 

(a) There are 2 misspelt words. Write the 

correct spelling. 



(i) 

recieving 

(ii) peirced 

(b) Write the spelling rule. 

(i) 

horse 

(ii) parents 


Art thief arrest 

Read the newspaper report. 


Art theif Winston Rose has finaly been arrested after having been chased 

by the worlds police for more than 10 years. The details of him 

amazing excapes can be found in william Greens book, artful dodging. 

The infamous criminal has stolen priceles paintings from musuems and 

art galleries in 12 countries. Roses method was to cut a painting out of 

their frame and replace it with a picture of a red rose. 

rose is nown as an expert at avoiding security alarms, but yesterday 

he set won off as she entered the Franklin Gallery in london. 

I think Rose is as suprised as we are about the alarm, 

said a pollice spokesperson yesterday. ‘Him is now in custody but is 

not saying nothing about what he has done with all the stollen art. 


(a) Write the 4 missing capital letters and 3 

apostrophes to show possession. 

Quotation marks show what a person 

is saying. 

(b) Add the quotation marks missing from 

the text. 

2 Grammar 

Verbs written in the past tense show what has 

already happened; for example, ‘He went 

to the shops’, ‘Michael wrote a story’, ‘She 

washed the dishes’. 

(a) Write four past tense verbs from the text. 

Pronouns are words that replace nouns; for 

example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’, ‘her’, 

‘them’, ‘my’. 

(b) Circle the incorrect pronouns used in the 

text. Above each, write the pronoun that 

should have been used. 

3 Spelling 

(a) Write the correct spelling of the 10 

misspelt words. 

4 Writing 

A double negative statement incorrectly uses 

two negative words; for example, ‘I haven’t 

got no more,’ should be ‘I haven’t any more’ 

or ‘I have no more’. 

(a) Underline the line in the text containing a 

double negative. Write it correctly. 




CLASSIFYING ANGLES 

1. Label these angles as less than 90°, 90° or more than 90°. 

2. Draw an example of each angle that you can see in the classroom. 

(a) Angle less than 90° (b) 90° angle (c) Angle more than 90° 

3. Which of the above angles has perpendicular lines? 

4. Draw and name two shapes that have 90° 

angles at each corner. 

(a) 

(b) 

5. Draw and name a shape for each. 

(a) 

(b) 

More than 90° angles 

Less than 90° angles 



On the back of this sheet, draw the ocean and label the horizon. 


NAMING AND MEASURING ANGLES 

Angles can be classified under five main headings. 

1. Measure the following angles using a protractor and name them. 

2. Measure and name the angles on these shapes. 

(a) 

(c) 

(b) 

(d) 



On the back of this sheet, draw an example of each angle type that you can see in the 

classroom. 


PLACE VALUE 

1. Write the number represented in the place value chart. 

Number Millions Hundred Ten Thousands Hundreds Tens Ones 

thousands thousands 

(a) II I III IIIII 

(b) IIII III IIIIIIII IIIIII 

(c) I II IIII I IIIIII IIIII I 

(d) IIIIIIII II IIIIII I II IIII 

(e) 

III 

(f) I IIIIIIIII IIII III IIII IIIIII 

(g) IIII III IIIIIIII IIIIII II 

(h) II IIIIIIII IIIII I I III IIIIIIIII 

2. Write the value of the underlined number. For example; 984 517 = 9 hundreds of thousands. 

(a) 3 034 589 (b) 2 792 804 

(c) 4 582 399 (d) 1 438 721 

(e) 632 807 (f) 2 856 407 

(g) 1 427 956 (h) 3 465 481 

(i) 5 277 594 (j) 218 675 

3. Write the numbers given above in order from the smallest to the largest. 

(a) 

(c) 

(e) 

(g) 

(i) 

(b) 



(d) 

(f) 

(h) 

(j) 

Draw a place value chart as in Question 1 on the back of the sheet. Fill in the numbers from 

Question 2 on the chart. 


EXPANDED NOTATION 

1. Write these numbers in expanded notation. 

For example; 1 428 913 = 1 000 000 + 400 00 + 20 000 + 8000 + 900 + 10 + 3 

(a) 23 799 

(b) 528 951 

(c) 872 348 

(d) 1 860 317 

(e) 2 245 685 

(f) 986 341 

(g) 4 277 825 

(h) 3 429 562 

2. Write these numbers in expanded notation, showing how many lots of each number. 

For example; 871 594 = 8 x 100 00 + 7 x 10 000 + 1 x 1000 + 5 x 100 + 9 x 10 + 4 x 1 

(a) 3 342 799 

(b) 528 645 

(c) 1 879 330 

(d) 53 682 

(e) 6 820 473 

(f) 936 285 

(g) 2 418 649 

(h) 1 733 501 

3. Write the numbers for these expanded notations. 

(a) 800 000 + 50 000 + 9000 + 100 + 70 + 3 

(b) 30 000 + 300 + 700 + 80 + 9 



(c) 1 000 000 + 400 000 + 60 000 + 7000 + 200 + 60 + 2 

(d) 7 000 000 + 800 000 + 70 000 + 900 + 30 + 3 

(e) 900 000 + 70 000 + 5000 + 600 + 2 

Write the numbers from Question 2 in order from the smallest to the largest. 

(a) (b) (c) (d) 

(e) (f) (g) (h) 


ROUNDING NUMBERS 

1. Round these numbers to the nearest 10. Remember, any number ending in five is rounded up. 

(a) 3527 (b) 86 399 (c) 537 284 

(d) 1 423 675 (e) 949 733 (f) 2 573 878 

(g) 310 003 (h) 5 803 426 (i) 1 266 485 

(j) 674 383 (k) 99 999 (l) 1 000 009 

2. Round these numbers to the nearest 100. 

(a) 728 699 (b) 914 504 (c) 1 647 835 

(d) 1 860 078 (e) 2 537 550 (f) 753 024 

(g) 680 305 (h) 3 451 895 (i) 1 533 748 

(j) 2 451 118 (k) 88 008 (l) 2 989 989 

3. Round these numbers to the nearest 1000. 

(a) 6784 (b) 821 435 (c) 48 125 

(d) 1 375 988 (e) 312 527 (f) 869 432 

(g) 2 755 780 (h) 3 201 186 (i) 574 831 

(j) 1 688 795 (k) 44 999 (l) 108 108 

4. Match the number to the nearest 10 000 by drawing lines. 

(a) 1 352 687 • • 1 900 000 

(b) 1 585 504 • • 1 350 000 

(c) 1 896 950 • • 1 590 000 

5. Estimate these answers by rounding to the nearest 10. 

(a) 37 + 56 = + = (b) 49 + 78 = + = 

(c) 306 + 21 = + = (d) 145 + 61 = + = 

(e) 255 + 9 = + = (f) 999 + 99 = + = 

6. Estimate these answers by rounding to the nearest 100. 



(a) 407 + 399 = + = (b) 899 + 555 = + = 

(c) 2222 + 764 = + = (d) 5099 + 5999 = + = 

Round these numbers to the nearest 100 000: 

(a) 367 964 (b) 867 500 

(c) 1 235 469 (d) 2 409 809 


UNITS FOR LENGTH 

1. Circle all the informal and formal units that can be used for measuring length. 

2. Write the abbreviation for these units of measurement. 

(a) millimetre = (b) centimetre = (c) metre = (d) kilometre = 

3. Write the formal unit you would use to measure the length of these items. 

(a) (b) (c) (d) 

4. Name three things you could measure using these units of measurement. 

(a) millimetres (i) (ii) (iii) 

(b) centimetres (i) (ii) (iii) 

(c) metres (i) (ii) (iii) 

(d) kilometres (i) (ii) (iii) 

5. (a) My hand is about 15 long. (b) My pencil is about 6 wide. 

(c) The length of my big toe is about 3 . 

1 

0 2 



Work out how many metres and centimetres there are between your desk and the class rubbish bin. 

(a) metres: m (b) centimetres: cm 


MEASURING IN MILLIMETRES 

1. Fill in the missing numbers. 

There are millimetres in 1 centimetre and mm in 1 metre. 

2. Measure these lines to the nearest millimetre 

(a) = mm (b) = mm 

(c) = mm (d) = mm 

(e) = mm (f) = mm 

3. Change these centimetres to millimetres and millimetres to centimetres. 

(a) 3 cm = mm (b) 9 cm = mm (c) 6 cm = mm 

(d) 10 cm = mm (e) 15 cm = mm (f) 41 cm = mm 

(g) 10 mm = cm (h) 50 mm = cm (i) 80 mm = cm 

(j) 120 mm = cm (k) 230 mm = cm (l) 460 mm = cm 

4. Estimate and measure these objects in millimetres, using your ruler. 

Object Estimate Measured 

(a) toothpick between and mm mm 

(b) staple between and mm mm 

(c) eraser between and mm mm 

(d) pencil between and mm mm 

(e) sharpener between and mm mm 

5. Sketch an object that measures about: 

(a) 10 mm long (b) 50 mm wide (c) 100 mm long 



Measure the length of each of your fingernails on one hand in mm. 

(a) thumb: mm (b) 1st finger: mm 

(c) 2nd finger mm (d) 3rd finger: mm 

(e) 4th finger: mm 


CHANCE 

1. Describe the possibility of each of the following events. Use one of these descriptions. 

Impossible Possible Unlikely Likely Certain 50-50 A Chance 100% 

(a) I will have dinner with my family tonight. (b) I will do my homework after school today. 

(c) We will visit the beach this weekend. (d) We will visit the snowfields this weekend. 

(e) I will play on the oval at lunchtime today. (f) I will have a different teacher next year. 

(g) I will eat dinner at a restaurant tonight. (h) I will star in a movie next year. 

2. Compare your answers with a friend. 

Are they the same or different? 

Explain why you think this. 

4. Rate these statements using this scale. 

0 0.5 1 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

I will have a sandwich for lunch today. 

We will have a science lesson today. 

I will borrow a book from the library today. 

I will walk home from school today. 

I will buy a new pet on the weekend. 

I will use the computer today. 

3. Complete these statements. 

(a) 

(b) 

(c) 

(d) 

(e) 

It is impossible to 

It is unlikely that I 

It is possible that I 

It is certain that I 

There is a 50–50 chance that I 



. 

. 

. 

. 

. 

Write about something that you will certainly do this weekend and something you are unlikely 

to do this weekend. 


MAKING PREDICTIONS 

1. Colour the word ‘likely’ or ‘unlikely’ to predict whether or not it will rain in your town during each 

month of the year. 

(a) January (b) February 

(c) March (d) April 

(e) May (f) June 

(g) July (h) August 

(i) September (j) October 

(k) November (l) December 

2. List 6 different cities from around the world. Use one of the statements below to predict if the sun will 

shine in January in each location. 

(a) 

(c) 

(e) 

very likely likely 50–50 chance unlikely impossible 

3. Predict what the weather will be like on the following days, or in the following months or seasons. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

Tomorrow 

This time next week 

This time next month 

June 

December 

October 

Autumn 

4. Predict what you might have for dinner tonight. Explain your prediction. 

(b) 

(d) 

(f) 



Predict what you might do during the next school holiday break. 


The Human Body ~ Activity 1 

The Skeletal System 

The Skeletal System 

Our skeleton performs three main tasks. Write a sentence explaining each. 

Our Skeleton 

To protect our body parts. 

To support our body. 

To help us move. 

Place these labels in their 

correct position on the diagram. 

humerus skull kneecap ribs shoulderblade 

jawbone femur backbone pelvis collarbone 

Our Muscles 

A muscle is a collection of thread-like 

fibres, surrounded by a protective sheath. 

(a) 

(b) 

Muscles make all 

Muscles work in 

. 

possible. 

There are two types of muscles: 

• involuntary muscles 

(they carry out activities over which 

we have little or no control); and 

• voluntary muscles 

(they are controlled by the conscious 

part of our brain). 

Did you know? 

When you break your bone 

it’s called a ‘fracture’. 

A ‘simple fracture’ is when 

there’s no break in the skin. 

A ‘compound fracture’ is 

when the skin is punctured 

by the broken bone. 

There is a big difference in 

fractures and in the time 

and skill required to treat 

them. 

Classify these common activities as either involuntary or 

voluntary movements. Add some of your own. 

blinking walking breathing 

swallowing head turning typing 

Involuntary movements 



Voluntary movements 



The Structure of the Eye 

The Structure of the Eye 

Label the eye diagrams by reading the description. 

Retina The back part of the eye which 

receives the image. 

Lens The part of the eye which directs light 

onto the retina. It changes shape to 

help you focus on objects. 

Pupil The small hole in the centre of the iris 

which allows light to enter. Its size 

alters with the amount of light. 

How the Eye Works 

The human eye has a design similar 

to a camera. The pupil works like a 

shutter, growing larger or smaller to 

control the amount of light entering. 

The lens behind the iris changes shape 

to focus the image on the retina at the 

back of the eye, just as the lens moves 

in a camera to focus the image on the 

film at the back. 

Iris This is the coloured part of the eye 

which you can see. Everyone in the 

world has unique irises. 

Tear duct The part of the eye which drains away 

tears produced by the tear glands. 

Eyelids Movable flaps of skin which can cover 

or uncover the eyeball. 

Cornea The clear covering of the eye over the 

iris and pupil. 

Optic nerve The nerve which runs from the retina 

and carries the image to the brain. 

Eyelashes Short thick hairs on the eyelids to 

protect the eye from dust. 

Inverted Image 

Because the light rays cross over each other as they pass through the lens, the image received 

by the retina is upside down. The brain inverts the image to what we ‘see’ in real life. 

The following activity will illustrate this inversion of the image on our retina. 

Question: What does the image received by the retina look like? 

Design brief: You will be demonstrating how an inverted image reaches the retina. 

Materials: piece of white translucent paper (greaseproof is ideal) about 30 cm 2 ; clean, empty, silver tin with the lid removed but the 

bottom in place; an elastic band; a jumper or large cloth to make a dark area over your head. 

Steps: 1. Punch a nail hole in the centre of the bottom of the tin (about 1 to 2 mm diameter). 

2. Spread the paper over the open end of the tin and secure with an elastic band. Pull the paper taut. This is the screen. 

3. Point the bottom of the tin at an outside window. 

4. Use the jumper or cloth to cover your head and make a dark area with just the paper screen showing. 

5. Study the image as it appears on the screen. 

Findings: Draw and label a diagram to show how an image enters the tin’s nail hole and another showing the 

image on the paper screen. 





The Structure of the Ear 

The Structure of the Ear 

Study the diagram carefully. Write in each ear label next to its description. 

1. The outside ear flap which collects the sound. 

2. Directs the sound onto the eardrum, which vibrates. 

3. A thin, rounded membrane which vibrates and transmits the sound to the middle-ear bones. 

4. Receive the vibrations from the eardrum and transmit them to the inner ear. 

5. These are fluid filled and vital to our sense of balance. 

6. Contains nerve cells which transmit the sound to the auditory nerve. 

7. Carries the sound to the part of our brain which controls sound. 

8. Connects the middle ear to the back of the nose. It is used to equalise pressure on both sides of 

the eardrum. 

How the Ear Works 

Study the diagram. Note that the sound travels through air, a mechanical connection and fluid before it is transmitted to the auditory nerve. 



In your own words, describe how the ear works. 

Challenge: Research to find out how the semicircular canals and the Eustachian tube combine to help us keep our balance. 



Our Circulatory System 

Complete these words to this passage, which describes the circulatory system in our body, by using the words below. 

The c 

c 

intestines oxygen pump disposed circulation gases lungs organ valves cells 

(1) 

of the blood can be compared to the transportation system of a large city. The individual 

(2) (3) 

of the body are the people to whom the blood brings food, o 

and other necessities. It also carts away the waste products to be d 

i 

blood collects oxygen and discharges carbon dioxide and other waste g 

p 

intestines. The heart is a pear-shaped o 

v 

(4) 

of. Food is digested in the 

, (5) where the blood absorbs it and carries it to the cells. In the l 

, (6) the 

(7) 

. The heart acts as a 

(8) 

sending the enriched blood out through the body, as well as sending depleted blood to the lungs and 

blood from the lungs and directs it all over the body. 

(9) 

slightly bigger than your fist. It has four chambers separated by 

(10) 

. It receives depleted blood from the veins and directs it to the lungs. It also receives enriched 

Veins carry depleted blood to the heart (to the heart). Arteries carry enriched blood to the body (away from the heart). 

Can you think of a way to remember the difference between veins and arteries? 

Using this diagram of the heart: 

(a) 

(b) 

(c) 

(d) 

colour blue the half of the heart which has depleted blood coming in and out. 

colour red the half of the heart which has enriched blood coming in and out. 

draw arrows to show the direction of the blood in the heart. 

label the valves. 

Find the answers to this circulation puzzle. 

Down 

2. Carry enriched blood to the body 

3. Describes the way our blood goes around our body and 

returns to the heart 

4. The smallest components of our body 

6. A mixture of liquids which provides our cells with 

what they need to stay alive 

7. Digests our food and enriches the blood with nutrients 

Across 

1. Control the flow of blood in our heart 

5. Our body’s blood pump 

8. Enriches the blood with oxygen and removes any waste gases 

9. One pumping motion from our heart 

10. Carry depleted blood to the heart 



Challenge: If our adult heart beats at about 70 times/minute, about how many beats will it do in one day and in a leap year? 


ENGLISH 

WEEK 2 

Reading comprehension – The legacy of the Great Iron Horse................... 31–33 

Reading comprehension – Classified!......................................................... 34–36 

Grammar – Command verbs............................................................................. 37 

Grammar – Adjectives....................................................................................... 38 

Writing – Recount........................................................................................ 39–41 

Proofreading and editing – The ‘Titanic’ should be left alone............................. 42 

Proofreading and editing – The marine turtle.................................................... 43 

Proofreading and editing – Matthew's story....................................................... 44 

MATHS 

Geometry – Describing 2-D shapes.................................................................. 45 

Geometry – Classifying and comparing 2-D shapes......................................... 46 

Number – Decimals – Tenths............................................................................. 47 

Number – Decimals – Hundredths.................................................................... 48 

Number – Decimals – Thousandths.................................................................. 49 

Number – Representing decimal numbers........................................................ 50 

Measurement – Measuring in centimetres........................................................ 51 

Measurement – Drawing and constructing........................................................ 52 

Statistics – Bar graphs....................................................................................... 53 

Statistics – Line graphs..................................................................................... 54 

SCIENCE 



Earth and space sciences – The solar system.................................................. 55 

Earth and space sciences – Planet facts.......................................................... 56 

Earth and space sciences – Solar system model.............................................. 57 

Earth and space sciences – Space................................................................... 58 


The legacy of the Great Iron Horse – 1 

Text 

Read the descriptive report. 

From the mid-19th century, the introduction of the 

railways began to have a revolutionary influence 

on life in Australia. At first, these changes occurred 

quite slowly. But as advances in technology gained 

pace, the speed at which they occurred increased. 

The development of the railways led to some of the 

greatest changes. 

From the mid- to late-19th century, a network of 

railway lines expanded across the colonies. As the 

great iron horse galloped across the land, people, 

goods and ideas began to move and everyone 

became more aware of life outside their own isolated 

areas. 

Society 

To begin with, many people were wary, even afraid of the great, rumbling, steaming monsters as they noisily 

chugged their way into stations. But gradually they came to rely on them. They could travel to nearby towns or 

even further afield to find work. Townspeople might even take a day trip or a longer holiday, to the coast or the 

country, to enjoy the fresh air and wide, open spaces. 

As fresh fish and farm produce could be delivered quickly from coastal and rural areas to the towns, more 

people had access to better nutrition and so their general health began to improve. People became more aware 

of what was happening in the rest of the country and the world, as newspapers were delivered daily. The mail 

service became more frequent and efficient with the increasing use of rail. 

Passengers and freight were carried between the capital cities and country areas. However, transport between 

colonies was still the realm of shipping because line widths (gauges) weren’t standardised. 

Politics 

As people now had better access to current news, they became more aware of how the colonies were being 

governed and of injustices to people in different classes of society. Support for political causes was easier 

to canvass as representatives could travel around more easily. The government could also send soldiers to 

disperse crowds that might cause trouble at political meetings. Law and order became more efficient and easier 

to maintain. 

Economy 

By far the greatest change the railways brought was to the economy. They provided employment on a large 

scale. Having a job with a railway company could mean anything from manning the trains and stations to making 

the locomotives and rolling stock, or laying down the lines and building bridges. Locomotives were powered by 

steam and for that, coal was needed, and lots of it! 

With the expansion of the railways, the demand for coal for power increased tremendously. More coal mines 

were opened, creating thousands of jobs and great profits for mine owners. Many fortunes were made as 

investors—and governments—ploughed money into the railways. 



Industrial areas grew rapidly as businesses chose to site their offices and factories close to a railway link. More 

jobs were available and many people migrated from country areas where finding work was more difficult. 

Agricultural products and minerals were carried to ports. Ports became important for exporting goods that had 

arrived by train and for receiving imported goods that had arrived by sea and would be delivered to their final 

destination by rail. 

The arrival of the railway brought more than a transport and communication system. It created social, political 

and economic change that ultimately would see Australia become a single nation. 




Comprehension 

1. (a) Has this text revealed anything to you that you did not know or realise before? Yes No 

(b) 

Give reasons why you would, or would not, recommend this text to another person of your age. 

2. Write a few sentences to summarise the main idea of the text. 

3. What does the author mean by the phrase, ‘As the great iron horse galloped across the land …’? 

4. With the arrival of the railways, many people in coastal towns opened up their homes as ‘Bed and 

Breakfast’ accommodation. Why did they do this? 

5. The text is divided into four main sections. Why has the author done this? 

6. Circle Fact or Opinion after each statement. 

(a) The first railway tracks were put down in the mid-19th century. Fact Opinion 

(b) The railway engines were magnificent machines. Fact Opinion 

(c) Society improved with the arrival of the railways. Fact Opinion 

(d) The colonies became more democratic. Fact Opinion 

7. Paraphrase the ‘Economy’ section of the text. 









1. (a) Separate each word into its base word and inflections. 

(i) standardised (ii) greatest 

(iii) noisily (iv) injustices 

(b) The word brought is an inflection of the verb to . 

2. Find one word from the text that comes from each base word. 

(a) revolt (b) represent 

(c) govern (d) industry 

3. An antonym of the word advances (paragraph 1) is 

4. Write two phrases from the text that mean ‘the railways’. 

5. Match the words or phrases to the meanings. 

(a) great effect • further afield 

(b) greater distance away • current news 

(c) events of the day • major influence 

6. Write the plural of each word. 

(a) factory (b) country 

(c) industry (d) technology 


(a) efficient (b) frequent 

(c) delivered (d) economic 

8. Rearrange the letters to give a word from the text, then order them alphabetically. 

(a) 

(b) 

(c) 

(d) 

c e e f f i i n t 

e c c i m n o o 

c e e f f i i l n t y 

e c m n o o y 

9. Write sentences giving two different meanings for each word. 

(a) 

(b) 

(c) 

(d) 

rest: 

trip: 

disadvances reversals circles 



service: 

mine: 


Colour: 

I can / can’t recognise base words. 

I understand / need more practice on making words plural. 

I can / can’t separate words into their syllables. 


Classified! – 1 

Text 


A dictionary definition of the verb classify is ‘to organise things according to similarity or use’. 

So, if someone emptied all your clothes into a big pile in the middle of your bedroom floor, how would you sort them? By colour? 

By size? By material? By use? Or if all your games and books were mixed up, how would you rearrange them? Why is it useful to 

keep them organised? 

There are examples of classification all around us, from recipes in cookery books to shelves at the supermarket. There are two 

men from history who will always be remembered for their contributions to ‘classification’. 

Melvil Dewey was a librarian, born in the United States in 1851. 

He developed the Dewey Decimal Classification (DDC) system after being asked to catalogue the 

resources at a university library. His system was first published in 1876 and although it is regularly 

revised, it is still in use in the world’s libraries today. Any nonfiction book you have borrowed from 

a library will have a DDC system number on its spine. 

The Dewey Decimal Classification is based on three-digit numbers. Subjects are organised into ten 

general groups – the hundreds digit. Each general group is divided into ten subgroups – the tens 

digit. Each subgroup is then divided into ten more specific groups – the units digit. 

Example: Classification of books on magnetism. 

Hundreds digit Tens digit Units digit 

Thanks to Melvil Dewey, 

000 Miscellaneous 500 Science and Maths 530 Physics 

whenever you wish to find a 

nonfiction book on a specific 

100 Philosophy 510 Maths 531 General Mechanics 

subject in a library, all you have 

200 Religion 520 Astronomy 532 Fluid Mechanics 

to do is locate the general group 

300 Social Studies 530 Physics 533 Gas Mechanics then follow the spine labels until 

400 Language 540 Chemistry 534 Sound 

you find what you’re looking for. 

500 Science and Maths 550 Earth Science 535 Light 

600 Technology 560 Fossils 536 Heat 

700 Arts and Recreation 570 Biology 537 Electricity 

800 Literature 580 Botany 538 Magnetism 

900 History and Geography 590 Zoology 539 Modern Physics 

Carl Linnaeus was an 18th century Swedish botanist. 

He developed a system for classifying all natural things. They were named according to what 

they were and the physical characteristics they had. This enabled scientists to recognise the 

similarities between different things as well as what made them different from one another. 

Linnaeus began by grouping things into one of three kingdoms: animal, plant or mineral. Each 

kingdom was divided into smaller groups, which in turn were subdivided. This continued until 

there were six subdivisions. 

Kingdom 

Example: Classification of a cheetah: 

Animal 

Phylum 

Chordata 

Class 

Mammalia 

Order 

Carnivora 

Family 

Felidae 

Species 

This system created a massive, branching chart on to which Linnaeus placed about 10 000 animals, plants and minerals. At 

the species level, things had the greatest number of similarities and the least number of differences. 

Natural things had already been given Latin names, but it had not been done in a logical way. Linnaeus used his system 

of classification to give each natural thing a binomial (two-part) name. The first part of the name came from the genus the 

animal, plant or mineral belonged to; the second part came from the species. 

The Linnaean Classification System has changed as new technology, such as DNA testing, can identify things more 

accurately. The position of some organisms in the system has changed and they have been renamed. The system no longer 

includes the mineral kingdom; other kingdoms have also been added. 

Genus 

Acinonyx 

Acinonyx jubatus 






Comprehension 

1. The theme of this text is . 

2. Describe a similarity and a difference between the two classification systems. 

Similarity 

Difference 

3. Write three words from the text for which you need to check the meaning. Use a dictionary to find a 

definition for each word. 

4. For each system, write a question to discuss with the class that will help you understand the system 

better. 

Dewey 

system 

Linnaean 

system 

5. Circle the opinion. 

6. Complete the chart. 

The Dewey system has been in worldwide use for about 140 years. 

The Linnaean system is a wonderful gift from a bygone age. 

Name Country of birth Century of birth Occupation Legacy 

Melvil Dewey 

Carl Linnaeus 

7. Explain the advantages of each system. 

Dewey 

system 

Linnaean 

system 



8. Write the three-digit Dewey number for each book. 

(a) All about light and shadows (b) What is nuclear energy? 

(c) Sound waves in the air (d) Understanding friction 







1. (a) Make a new word by adding the suffix -ation to each word. 

(i) publish (ii) classify 

(iii) identify 

(iv) continue 

(b) 

Why do you think the spellings are changed before the suffix is added? 

2. Add an inflection to make the plural form of each word. 

(a) library (b) shelf 

(c) resource (d) subject 

3. Circle the words that do not have the same meaning as classify in the sentence. 

We can classify these books by subject. 

4. From your own knowledge or using a dictionary, write a definition for the phylum, class, order and family 

to which the cheetah belongs. 

Phylum: Chordata 

Class: Mammalia 

Order: Carnivora 

Family: Felidae 

5. Separate each word into its syllables. 

(a) classification (b) dictionary 

(c) equipment (d) similarities 

6. For each word, circle the stressed syllable. 

(a) u—ni—ver—si—ty (b) his—to—ry (c) char—ac—ter—is—tic 

(d) phy—si—cal (e) con—tin—ued (f) min—er—al 

7. Match the science with its meaning. 

(a) botany • • the study of animals 

(b) geology • • the study of plants 

(c) zoology • • the study of rocks 

8. (a) The word subject has a number of different meanings. What is its meaning in the sentence from the 

text? 

Subjects are organised into ten general groups … 

(b) 

group order organise rank rate sort 



Write an alternative meaning for ‘subject’. 


Colour: 

I can / can’t add the suffix ‘-ation’ to words. 

I can / can’t separate words into their syllables. 

I understand / need more practice on how to define words. 


1. (a) Read the text below. 

Command verbs 

Many people feel self-conscious when they go to a dance or party because they don’t think they can 

dance. If you are one of these people, the ideas below may help. 

Move your body with the rhythm and beat of the music. Keep it simple. Just listen to the music. Click 

your fingers or clap your hands occasionally. Sway your body from side to side. 

Join in dances such as the macarena, a conga line, ‘The Time Warp’, or ‘YMCA’, where the steps 

are well known and everyone does the same thing. Since you will know what moves to do and you 

can just enjoy yourself. 

Find a friend and drag him or her onto the dance floor. Hold hands if you like and do the same steps. 

Then you can experiment by making a few changes. 

If someone asks you to dance, say ‘Yes’ and have a go anyway. Keep your partner talking to distract 

him or her from your dancing. That way you won’t have to move very much. If the music is too loud 

for talking, sing along to the music. 

When it comes to dancing, do fewer movements rather than more. You won’t look like you are trying 

to show off and you won’t look silly. Have a go and have fun! 

Command verbs are used to order, command or give instructions. They are 

commonly used at the beginning of sentences in a procedure. 

(b) 

Underline 18 command verbs in the text above. Not all are at the beginning of a sentence. 

2. Complete each sentence by adding a command verb. 

(a) 

(b) 

(c) 

and groove to the music. 

that music down! It’s too loud! 

that dancing is supposed to be fun. 

(d) We read the sign in the park which said ‘ off the grass’. 



(e) ‘ at that guy!’ said my friend, Paul. ‘He is a really good dancer!’ 

(f) 

a friend’s secrets or you may lose your friend. 

(g) Just to this new song on this CD. It’s really great! 

(h) 

your homework before you go to training. 

(i) the onions and them in butter. 

(j) ‘ arguing,’ said Mum, ‘or neither of you will go!’ 


Adjectives 

Adjectives are words that describe nouns or pronouns. They help make 

writing more interesting and clearer. 

Example: The small, greenish-yellow frog leapt into the deep pond. 

Proper adjectives are made from proper nouns and have a capital letter. 

Example: The Spanish dancer performed the flamenco. 

1. Read the description from a breakfast menu. 

(a) 

(b) 

Notice how adjectives have been used to make the food choices more appealing. Highlight the adjectives 

and underline the nouns they describe. 

Enjoy a fluffy omelette filled with tasty cheese, served with crunchy bacon and a thick slice of 

toasted Italian bread. Afterwards, sip on a mug of frothy, hot chocolate which is delicious! 

Make up your own description of something from a breakfast, lunch or dinner menu. 

Type of meal: 

Description: 

2. Adjectives can be classified under different headings. One example has been written under each 

heading in the table below. Sort the adjectives from the breakfast menu above and from your own into 

the table. Add more examples under each heading where there is space. 

Quality Purpose Size Shape 

sweet running (shoes) small round 



Age Colour Materials/Substance Origin 

young yellow cotton English 


A very strange creature 

I saw the most amazing thing when I walked 

home from training yesterday! Sasha and I had just 

reached the corner of our street when we saw a 

crowd of people looking up into the trees along the 

footpath. 

We had to stop and fi nd out what was so interesting, 

so we moved through the crowd until we got close 

to the front where we had a better view. 

Sitting happily in the branches of one of the trees 

was the strangest creature I had ever seen! It was 

only about as big as my school ruler and had a 

pink face. It had yellow hands and feet. The fur 

on its back was grey and it had black fur around 

its mouth and nose. It even had tufts of white fur 

on its ears! Leaves shook as it scrambled madly 

backwards and forwards among the branches. 

Twittering and shrieking noises could be heard 

coming from behind the leaves. 

The crowd chatted to each other and pointed at the 

creature. 

Old Mrs Tonkins and Mr Dial carried out a lively 

discussion about what type of creature it was and 

whether it was dangerous, while others muttered 

that Robert needed to be quick about ringing 

the animal protection board. 

We all kept our eyes on the creature 

while we waited, afraid that it might 

disappear before help could arrive. 

After about twenty minutes, a 

truck could be heard coming up 

the street. We all stepped out of 

the way and watched two men 

emerge. They went to the back 

of the truck and got out a wire 

cage, a large net and a ladder 

and harness. 

Recount 1 

The smallest man propped the ladder against the 

nearest tree and quietly climbed into the lower 

branches. Once he was seated safely in the fork 

of the tree, he attached the harness to a strong 

branch. His partner passed the net up to him and he 

manoeuvred it until it was over the top of the creature. 

When he brought it swiftly down, the creature was 

trapped between the net and a tree branch. Then he 

slipped the net underneath and around the creature 

and handed it down to his partner. He pushed the 

opening of the net into the cage and released the 

creature. 

‘It’s great that you people saw this little fellow’, he 

stated. ‘Someone climbed over the zoo fence last 

night and let out all the monkeys. We’ve been 

collecting them all day. These spider monkeys 

have only just arrived from South America for our 

breeding program. They’re the sweetest specimens 

I’ve ever seen!’ 




Use the recount on page 39 to complete the page. 

Examining recount 1 

1. Title 

(a) Does this title clearly tell what the recount is 

about? 

yes 

no 

2. Orientation 

Write a brief sentence to substitute for the first 

paragraph which tells ‘who’, ‘when’, ‘where’, 

‘why’ and ‘what’. 

(b) Write another suitable title. 

3. Events 

(a) Use the boxes below to draw and sequence up to six main events which occurred. You may 

complete your drawings in cartoon form if you wish and include speech bubbles. 

(b) Name one event which was described in great detail. 

(c) List six different verbs in the past tense in the second last paragraph. 



4. Conclusion 

What information does the conclusion give us about the man’s opinion of the ‘strange creatures’? 


1. Plan a recount about an unusual event you have witnessed. 

Title 

Recount plan 1 

Orientation 

Who, when, where, why 

Events 

What things happened? 

Conclusion 

What happened at the end? 



2. Write your recount. 3. Edit your work. 


The ‘Titanic’ should be left alone 



The ‘Titanic’ was a large luxurious ship that sank in 1912 taking 1513 people with it 

The wreck will be found in 1985. Since that time, thouzands of artefacts have been 

taken from the ‘Titanic’. Some people think this is rong They say the ‘Titanic’ is really a 

graveyard and should be left alone. 

I dont think that just anyone should be aloud to visit the shipwreck. But if sientists are 

careful I cant see anything wrong with remooving artefacts from the ‘Titanic’ People 

can then go to see them in museums. This is a good way to pay our respects to the 

people who will die in the disaster. If the artefacts are left 

underwater, they will eventualy perish and no-one will 

ever see them I think thats a shame. The people 

who died on the ‘Titanic’ must be remembed 

Bringing the ships artefacts to the surfase is the 

best way to do this. 


(a) Find the 1 comma missing from a list, 

2 grammatical commas, 5 full stops, 

3 apostrophes for contractions and 1 

apostrophe for possession. 

2 Grammar 

Verbs in the future tense describe what will 

happen in the future. The word ‘will’ can be 

used to show this; for example, ‘He will go’, 

‘She will see’. 

(a) Two of the verbs in the text have been 

written in the future tense. Circle them and 

write the correct verb tense above each. 

3 Spelling 

(a) Write the correct spelling of the 8 

misspelt words. 

4 Vocabulary 

(a) Use a thesaurus or dictionary to write 

synonyms for these words from the text. 

(i) perish 

(ii) disaster 

Compound words are made up of two smaller 

words; for example, ‘rainbow’, ‘twenty-one’. 

(b) Write 4 compound words found in this 

text. 



(c) Write 6 compound words (hyphenated or 

unhyphenated) with the words ‘ship’ or 

‘water’. Use a dictionary. 


The marine turtle 



the turtle is a reptile a cold-blooded animal that breathes air threw its lungs the main 

feature of the turtle is its hard shell, which can be up to a meter in lenth 

their are seven types of marine turtle most of them living in the warm tropical oceans 

where they feed on algae and sea grasses 

turtles spend most of their time in the water but the female crawls on to the beach 

to lay her rubbery-shelled eggs she digs a hole in the sand and lays as many as 

two hundred eggs the eggs are covered with sand for protection from the son and 

preditors after about ate weeks they are ready to hatch 

most young turtles fail to reach the ocean as the trip across the open sand is a 

dangerous one yung turtles are easy pray for birds and other animals 


(a) Write in 9 capital letters, 9 full stops and 

3 grammatical commas. 

A hyphen (-) is used in some words to 

connect smaller words; for example, ‘do-ityourself’, 

‘weight-lifter’ and ‘well-presented’. 

(b) Circle the 2 hyphenated words in the text. 

(c) Make hyphenated words from the list 

below to match each definition. 

(i) 

mini hearted sea service 

dog half self mart 

customers serve themselves 

(ii) small supermarket 

(iii) showing little enthusiasm 

2 Grammar 

Conjunctions are words that join single words 

or groups of words to make a sentence 

longer. 

(a) Write 3 conjunctions used in the text. 

3 Spelling 



(a) Highlight the 9 misspelt words in the 

report, then write the correct spelling 

below. 

(iv) experienced sailor 


Matthew’s story 

Read the autobiography. 


My life the story of Matthew Marsh 

I was born in London in 1967. My familys main intrest 

was sport and my parents with activeness 

enckouraged me to play team sports from an 

urly age. But I really didn’t enjoy playing sport. I 

preffered to play my violin. 

When I left school, I found a job as a bakers asistent 

and kept practising my violin. One day I herd that 

a new music group was looking for a voilinist. I rang 

and with nervousness auditioned for the 

groups lead singger the next day. To my delight I got in. 

I ennjoyed the bands music and spent the next 

few years with happiness playing electric violin. When 

the band broke up in 1997 I started to rite my own 

pop music. My songs have been perfformmed by 

some of the worlds most famus singers. I now live in 

Los Angeles where I werk in my home studio. 


(a) Find the 3 missing commas and 5 

apostrophes to show possession. 

Correct the title by adding the 

missing colon. 

2 Grammar 

Adverbs are words that describe verbs. 

They often end in ‘ly’; for example, 

‘happily’, ‘slowly’. 

(a) Look at the words in bold print in 

the text. Replace each group of 

words with one adverb with the 

same meaning. Write each one in 

the space at the end of the line. 

3 Spelling 

Adjectives are words that 

describe nouns; for example, 

red car, juicy apple. 

(b) Write 3 adjectives you can 

find in the text. 



(a) Write the misspelt words correctly in the 

space at the end of the line. 


DESCRIBING 2-D SHAPES 

1. Name and describe these 2-D shapes. 

Polygons are shapes that have three or more sides. Quadrilaterals are shapes that have four sides. 

2. Draw and name three polygons. 

3. Draw and name three quadrilaterals. 



What quadrilateral is commonly used on brick houses? 

What polygon do you find at each end of two-person tents? 


CLASSIFYING AND COMPARING 2-D SHAPES 

1. Colour the shapes with right angles red. Colour the shapes with acute angles blue and the shapes with 

obtuse angles yellow. Colour the shapes that have more than one type of angle green. 

2. Answer the ‘What am I?’ clues and draw the shape. 

(a) I have parallel lines with 

two obtuse angles and two 

acute angles. 

I am a 

(d) I have six equal sides and 

six obtuse angles. 

I am a 

(b) I am a polygon with three 

acute angles. 

I am a 

(e) I am a quadrilateral with 90° 

angles; however, two sides are 

shorter than the other two. 

I am a 

(c) I have four equal sides 

and four 90° angles. 

(f) 

I am a 

I have eight equal sides 

and eight obtuse angles. 

I am a 



Draw and cut out a hexagon. Cut it in half across the 

middle to make two new shapes. What shapes have you made? 


DECIMALS – TENTHS 

If a tens block represents 1 whole number, then each section represents 1 tenth or 0.1. 

Tenths are represented as one number to the right of the decimal point. 

1. Write the decimal represented on these tens blocks. 

2. Colour the sections on the tens blocks to represent the decimal number. 



3. Fill in the missing decimals on the number line. 

Divide a strip of paper into 10 even sections. 

If you cut off 4 sections, what decimal amount has been removed? 

What decimal amount is left? 


DECIMALS – HUNDREDTHS 

If a hundreds block represents 1 whole number, then each square represents 1 hundredth or 0.01. 

Hundredths are represented by 2 places to the right of the decimal point. 

1. Write the decimal represented on these hundreds blocks. 

2. Colour the squares on the hundreds blocks to represent the decimal number. 



Write the decimal numbers to Questions 1 and 2 in order from the smallest to the largest. 

(a) (b) (c) (d) (e) (f) 

(g) (h) (i) (j) (k) (l) 

(m) (n) (o) (p) 


DECIMALS – THOUSANDTHS 

If a thousands block represents 1 whole number, then each square represents 1 thousandth or 0.001. 

Thousandths are represented by 3 places to the right of the decimal point. 

1. Write these decimal numbers in order from the smallest to the largest. 

0.002 0.030 0.465 0.015 0.091 0.260 0.078 0.129 

2. Place the decimal point in the correct place to make the number a thousandth. 

(a) 0 3 4 5 (b) 0 0 0 7 (c) 0 0 8 4 (d) 0 7 5 3 

(e) 0 4 0 0 (f) 0 0 5 2 (g) 0 0 0 1 (h) 0 1 3 9 

(i) 0 3 7 8 (j) 0 0 7 2 (k) 0 8 9 9 (l) 0 6 1 5 

3. Represent three of the above decimal numbers using place value blocks. Draw them below. 

4. Use < or >. 

(a) 0.001 0. 009 (b) 0.004 0.007 

(c) 1.000 0.001 (d) 1.002 1.003 

(e) 0.255 0.555 (f) 0.128 0.129 



(g) 0.091 0.991 (h) 4.444 0.444 

(i) 0.010 0.101 (j) 1.001 1.100 

(k) 9.999 9.009 (l) 2.020 2.002 

Add these decimal numbers using a calculator: 

(a) 0.056 + 0.068 = (b) 0.156 + 0.352 = 

(c) 0.467 + 0.758 = (d) 0.987 + 0.827 = 


REPRESENTING DECIMAL NUMBERS 

1. Write these numbers as a decimal fraction. 

(a) 4 tenths = (b) 9 tenths = (c) 3 tenths = 

(d) 8 tenths = (e) 5 tenths = (f) 4 tenths = 

2. Write these numbers as a decimal fraction. 3. Write these numbers as a decimal fraction. 

(a) 42 hundredths = (a) 5 thousandths = 

(b) 15 hundredths = (b) 312 thousandths = 

(c) 7 hundredths = (c) 45 thousandths = 

(d) 68 hundredths = (d) 658 thousandths = 

(e) 56 hundredths = (e) 128 thousandths = 

(f) 29 hundredths = (f) 14 thousandths = 

4. Write the number represented in the place value chart. 

(a) 0.63 

(b) 0.09 

(c) 0.89 

(d) 0.672 

(e) 1.983 

(f) 2.607 

(g) 8.994 

(h) 5.08 

(i) 0.985 

(j) 0.003 

Number Ones . Tenths Hundredths Thousandths 

5. Write these numbers as a decimal fraction. 

(a) 6 tenths, 8 hundredths, 2 thousandths = 



(b) 4 tenths, 1 hundredth, 11 thousandths = 

(c) 8 tenths, 8 hundredths = 

(d) 16 hundredths, 9 thousandths = 

Write the decimal numbers from Question 4 in order from the smallest to the largest. 

(a) (b) (c) (d) (e) 

(f) (g) (h) (i) (j) 


MEASURING IN CENTIMETRES 

1. Fill in the missing number. 

There are 

centimetres in 1 metre. 

2. Measure these lines to the nearest centimetre. 

(a) = cm (b) = cm 

(c) = cm (d) = cm 

(e) = cm 

(f) = cm 

3. Change these centimetres to metres and metres to centimetres. 

(a) 4 m = cm (b) 1.5 m = cm (c) 7 m = cm 

(d) 3.8 m = cm (e) 8.9 m = cm (f) 25 m = cm 

(g) 50 cm = m (h) 300 cm = m (i) 750 cm = m 

(j) 920 cm = m (k) 610 cm = m (l) 3400 cm = m 

4. Estimate and measure these objects in centimetres using your ruler. 


(a) blue pen between and mm mm 

(b) calculator between and mm mm 

(c) dictionary width between and mm mm 

(d) hand span (thumb to small finger) between and mm mm 

5. Sketch an object that measures about: 

(a) 10 cm wide (b) 50 cm long (c) 100 cm long 



6. (a) How many cm tall do you think you are now? 

(b) How many cm tall do you think you were when you were six? 

Measure the width, length and height of your desk in centimetres. 

(a) width: cm (b) length: cm (c) height: cm 


DRAWING AND CONSTRUCTING 

1. Draw a picture frame below that has the 

outside measurements of 6 cm in width by 

8 cm in length, and inside measurements of 

4 cm in width and 6 cm in length. 

2. Draw a house that includes one square with 

5-cm sides, two squares with 1.5-cm sides, 

one triangle with equal sides and one 

rectangle that is 1.5 cm x 2.5 cm. 

3. Draw the following shapes using the given measurements. 

(a) A triangle with 3-cm sides. (b) A hexagon with 2-cm sides. (c) A square with 35-mm sides. 



Construct the highest tower you can, using only three sheets of newspaper, sticky tape and 

scissors. Measure the finished height and compare it with other classmates’ towers. 


BAR GRAPHS 

1. A local bike shop recorded its sales for the month of September as follows: 

trikes – 12, bikes – 22, 16 ll bikes – 36, 20 ll bikes – 15, 12” adult bikes – 5, scooters – 18 

(a) 

Record the sales on the bar graph below and label the horizontal and vertical axes. 

(b) 

Make a statement about the above result. 

2. The local travel agent collated its customers’ methods of travel for the previous 

year and found the following results: 

car – 325 plane – 789 bus – 453 train – 148 ship – 276 

(a) 

Display this information in a bar graph below. Include a heading, labels for 

both axes and an appropriate scale for the number of people. 



(b) Make a statement about the above result. 

Survey your classmates on what time they go to bed on school nights and record the results 

in a bar graph. 


LINE GRAPHS 

1. Year 7W recorded the temperature over one week. 

Plot these temperatures as a line graph below. 

(a) 

(b) 

Which day had the highest 

temperature? 

Which day had the lowest 

temperature? 

(c) Which day was 21˚? 

(d) 

What was the difference 

in temperature between 

the coolest and hottest days? 

2. The school fete recorded how 

many sausages it sold hourly. Use 

the information from the graph to 

answer the following questions. 

Trish’s parents measured her height each year up until the present. Record her heights in a 

line graph to see how much Trish has grown. 

1 yr – 75 cm, 2 yrs – 87 cm, 3 yrs – 96 cm, 4 yrs – 105 cm, 5 yrs – 110 cm, 6 yrs – 114 cm, 

7 yrs – 121 cm, 8 yrs – 126 cm, 9 yrs – 130 cm, 10 yrs – 138 cm, 11 yrs – 143 cm, 12 yrs – 150 cm. 

(a) 

(b) 

(c) 

Which hour sold 

the most sausages? 

Why do you think this is? 

Which hour sold 

the least sausages? 

Why do you think this is? 

How many more sausages 

were sold at 

11 a.m. than 4 p.m.? 




Space ~ Activity 1 

The Solar System 

The solar system is the name given to the area of space that contains our sun and the eight planets and several dwarf planets. The Earth is one of 

those planets orbiting the sun. ‘Solar’ means 

anything to do with the sun. 

The Sun 

The star that is the centre and the ‘life’ of 

our solar system is the sun. A huge ball of 

constantly exploding gas, the sun gives out 

the heat and light that sustain life on Earth. 

It has over seven hundred times the mass of 

all the planets and their moons put together 

and has a diameter of 1 400 000 kilometres. 

The sun’s enormous gravitational pull keeps 

its nine satellites and their moons in orbit. 

Its temperature ranges from 6 000°C on the 

surface to 20 000 000°C in the centre. 

Venus 

Venus is only slightly smaller than Earth, 

with a diameter of 12 100 kilometres. 

It orbits the sun at a distance of 108 

million kilometres. This planet is covered 

in smog-like clouds made up of carbon 

dioxide and sulphuric acid. Although 

clouds swirl around the planet at great 

speed and lightning crashes upon it, 

the surface temperature is about 500°C. 

Venus was named after the Roman 

goddess of love and beauty. 

Jupiter 

Jupiter is the largest planet in our solar system with a diameter of 134 000 kilometres - 11 

times the size of Earth! Jupiter has at least 16 moons and a ‘red-spot’ created by liquids and 

gases, forming clouds and storms. It also has a thin ring that is similar to Saturn’s. At 778 

million kilometres from the sun, Jupiter’s surface temperature is approximately –150 °C. 

Its atmosphere consists of methane, ammonium and some water vapour. Jupiter is named 

after Jove, king of Roman gods, because of its great size. 

Saturn 

Saturn has coloured rings that surround 

it that are made up of ice, dust and rocks. 

With 23 moons, Saturn has a diameter of 

75 000 kilometres. Although it is 1 425 

million kilometres from the sun, Saturn 

can be seen from the Earth without a 

telescope. With a surface temperature of 

–180°C, Saturn’s atmosphere is similar to 

Jupiter’s, consisting of dense methane and 

ammonia. The Roman god of harvest and 

reaping gave his name to this colourful 

planet. 

Earth 

Earth is the only planet that is thought 

to contain life forms. Its atmosphere 

contains water vapour, oxygen, carbon 

dioxide and nitrogen. In early times, it was 

thought that the Earth was the centre of 

the universe and that it was flat! With a 

diameter of 13 000 kilometres, the Earth 

takes 24 hours to rotate on its axis, giving 

its inhabitants day and night. Orbiting the 

sun at a distance of 150 million kilometres, 

the temperature of the Earth’s surface 

ranges from -30°C to 50°C. 

Uranus 

Because Uranus is 2 870 million 

kilometres away from the sun, little is 

known about it. We do know that it is 

about four times the size of the Earth, 

with a diameter of 51 000 kilometres, 

and that its surface temperature is 

-220°C. Uranus has 15 satellites and 

is a liquid planet with a thick cloudy 

atmosphere of methane gas. Uranus 

was named after the ancient Roman 

god of the heavens. 

Mercury 

Mercury is one of the hottest planets, being only 60 

million kilometres away from the sun. Its surface 

temperature ranges from -170°C to 350°C. It is about 

one-third of the size of the Earth, with a diameter of 4 

900 kilometres. Mercury closely resembles our moon, 

with large craters on its surface. It has no atmosphere 

and is named after the Roman messenger god. 

Mars 

Mars is often called the ‘red planet’ due to its redblood 

appearance and was named after the Roman 

god of war. With a surface temperature between 

-125°C and 25°C and polar icecaps that melt and 

freeze with the seasons, Mars is considered to be the 

planet most similar to the Earth. It is about half the 

size of Earth with a diameter of 6 800 kilometres and 

orbits at 228 million kilometres from the sun. The 

atmosphere on Mars is thin and mainly of carbon 

dioxide. Scientists believe that if the polar icecaps 

melted, a greenhouse effect would occur that could 

make it possible for humans to colonise the planet. 

Mars has two satellites orbiting it. 



Neptune 

With a surface temperature of –230°C, it is predicted 

that life could not exist on this planet. Neptune has 

two moons and a bluish appearance that may have 

resulted in the planet being named after the ancient 

Roman god of the ocean. Scientist believe that Pluto 

may have been one of Neptune’s moons that escaped. 

Neptune is 4 497 million kilometres away from the sun 

and has an atmosphere of dense methane gas. This 

planet has a diameter of 49 000 kilometres. 



Complete the table using the information on the blackline and your own research. 

Planet Facts 





Solar System Model 

To create a model of our solar system, we need to reduce its size but keep the same relationship 

between the planets. To do this, we will decrease the size of the planets and their distance from 

the sun by using a scale. Just like when a cartographer draws a map or an engineer designs a 

car, scientists create models by reducing measurements by the same amount. 

Planets 

Sun 

Mercury 

Venus 

Earth 

Mars 

Jupiter 

Saturn 

Uranus 

Neptune 

Diameter 

Use measuring equipment to create a model of our solar system. A compass will help you to construct the planets. 

(Remember to halve the diameter to make the radius of a circle. ) 

Now that you have seen a ‘miniature’ version of our 

solar system, what did you discover? How did the size 

of the planets compare to the sun or the Earth? Were 

you surprised at the distance between the planets? In a 

paragraph, describe your findings. 

Scaled diameter 

5 000 km = 1 cm 

Distance from sun 

Scaled distance from Sun 

50 000 000 km = 1 m 

Choose one planet and research it thoroughly using books and 

the Internet. Take careful notes about the conditions on the 

planet. Use the information to create a travel brochure for 

your planet. 

Remember your brochure has to ‘sell’ the planet! 

• include facts about the planet 

• presentation and colour are 

important 

• describe and draw the fun 

attractions 

• add information about 

travel and cost 

• describe the 

accommodation 

• include a ‘catchy’ slogan! 




Space 

(a) List the planets in the order that they occur from the sun. 

Assessment 

(b) Write one fact about the sun and each of the planets in 

the solar system. 

Explain why scientists predict that the Earth is the only 

planet in our solar system that is able to sustain life. 

Indicators 

Sarah is looking at the night sky from the same spot at 7.00 p.m., 

8.00 p.m. and again at 9.00 p.m. 

(a) 

(b) 

Describe what Sarah will see happening to the stars. 

Why do stars appear to move across the night sky during 

an evening? 



Demonstrated Needs further 

opportunity 

• States the planets of the solar system and the order they occur from the sun. ❑ ❑ 

• Expresses one fact about each of the planets of the solar system. ❑ ❑ 

• Infers why Earth is the only planet that is believed to sustain life in our solar system. ❑ ❑ 

• Describes observations of the night sky in writing. ❑ ❑ 

• Suggests why the stars appear to move across the night sky. ❑ ❑ 


ENGLISH 

WEEK 3 

Reading comprehension – Omnivore? Vegetarian? Vegan?....................... 60–62 

Reading comprehension – Adam's incredible journey................................. 63–65 

Grammar – Comparatives and superlatives...................................................... 66 

Grammar – Adverbs.......................................................................................... 67 

Writing – Procedure..................................................................................... 68–70 

Proofreading and editing – The Great Barrier Reef........................................... 71 

Proofreading and editing – Hermes................................................................... 72 

Proofreading and editing – School vending machine......................................... 73 

MATHS 

Geometry – Triangles........................................................................................ 74 

Geometry – Circles............................................................................................ 75 

Number – Negative numbers............................................................................. 76 

Number – Number properties............................................................................ 77 

Number – Rounding decimals........................................................................... 78 

Measurement – Measuring perimeter................................................................ 79 

Measurement – Measuring area........................................................................ 80 

Statistics – Strip graphs..................................................................................... 81 

Statistics – Pie graphs....................................................................................... 82 

SCIENCE 

Earth and space sciences – Conserving our resources.................................... 83 



Earth and space sciences – Damage to the environment................................. 84 

Earth and space sciences – Our resources....................................................... 85 

Earth and space sciences – Can we fix it?........................................................ 86 


Omnivore? Vegetarian? Vegan? – 1 

Text 

Read the three persuasive arguments. 

OMNIVORE 

VEGETARIAN 

VEGAN 

As animals at the top of the food chain, it is quite natural for us to consume food provided by 

the lower levels, be it plant or animal. It is the natural order of things. 

In order to consume all the necessary nutrients and vitamins for a healthy body, we must 

consume a wide variety of foods … and that includes those that come from animals. 

Animal products provide us with the best source of many nutrients, including protein and 

iron. 

Protein is essential for muscle growth and for healthy hair and skin, but it is also important 

for the tissues that connect muscles to bones (tendons), bones to bones (ligaments) and 

muscles to muscles (fasciae). For anyone who plays sport, keeping those connective tissues 

supple and strong is vital if injuries are to be avoided. 

Iron is important because it helps the blood transport oxygen around the body. For the body to function well, 

oxygen is essential. The more iron we ingest, the more oxygen our body gets and the better our body works. 

People who don’t get enough iron are always tired and that’s no good if you want to play sport! 

Iron from meat is absorbed into the bloodstream better than iron from plants and its absorption is not 

affected by anything else eaten at the same time. If you don’t eat meat, pay attention to the foods you eat 

together. Some foods inhibit the absorption of iron, so you may not get as much as you could even though 

you’re eating iron-rich foods. 

So, for a healthy body, eat plenty of meat! 

A vegetarian diet is the best one for a healthy body. In addition to providing sufficient 

protein, iron and other nutrients the body requires, it also provides a lot of fibre, 

essential for a healthy bowel. 

Plant-based foods that are a good source of protein include: 

fruit and vegetables; e.g. avocados and peas 

legumes; e.g. soybeans and lentils 

nuts and seeds; e.g. pistachios and sesame seeds 

grains; e.g. quinoa and oatmeal 

non-dairy milks; e.g. soy and almond 

Plants also provide a wide range of foods rich in iron; e.g. spinach, pumpkin, all legumes, tofu and quinoa. 

Some foods do inhibit iron absorption and these should be consumed separately. These include eggs and 

dairy products. Foods that promote iron absorption include fruit and vegetables high in vitamin C; e.g. fruits 

like cantaloupe (rockmelon), guava, kiwifruit and pineapple; and vegetables like broccoli, brussels sprouts 

and capsicums. 

There are many satisfying and delicious vegetarian recipes that can be created for anyone who wants to 

avoid the discomfort of constipation — the ball-and-chain of carnivores! 

To give your body the best toxin-free nutrition, there is only one option: veganism. 

A vegan diet is 100% plant-based. It does not contain any trace of meat products. Did you know that 

gelatine, a component of many sweet foods such as marshmallows and jelly beans, is made from the skin 

and bones of slaughtered animals? 

Animals raised for meat are pumped full of hormones and antibiotics to make them grow bigger and to ward 

off infections. Being bred to be overweight is bad enough for the animals, but what are all those chemicals 

doing to humans? Fish are also full to the gills with poisons, from the contaminated water they swim in. 

Think of the pollution that is regularly pumped into our oceans and inland waterways, and the accidental oil 

spills and nuclear meltdowns of recent years. Even if they occur on the other side of the world, Australian 

consumers are affected as fish is imported from far afield and ocean currents move water all around the 

globe. 

Plants provide all the nutrients we need and they contain few or none of the toxins found in meat. Go vegan! 



My learning log When I read these persuasive arguments, I could read: all of them. most of them. parts of them. 



Comprehension 

1. Write a question to discuss with the class to help you understand the vegetarian and vegan diets better. 

Vegetarian 

Vegan 

2. For each argument, write a fact or an opinion from the text. 

Omnivore 

Vegetarian 

Vegan 

3. Tick the box to show which foods omnivores, vegetarians and vegans will eat. 

Omnivore 

Vegetarian 

Vegan 

salami 

4. (a) Identify the focus of each argument. 

(b) 

Omnivore 

Vegetarian 

Vegan 

cottage 

cheese broccoli lentils tuna 

Focus 

Fact 

baked 

beans oatmeal omelette 

Which do you think are the most and least effective of the three arguments? Explain why. 

Most 

effective 

Least 

effective 

5. What is meant, in the vegetarian argument, by the phrase, ‘the ball-and-chain of carnivores’? 

Opinion 

dried 

apricots 



6. In your opinion, how useful is a food pyramid for helping you understand the amount of different foods 

that should be eaten? 







1. (a) In the study of the human body and how it works, the word ‘tissue’ has nothing to do with paper. 

Use a dictionary to find its meaning in this context. 

(b) 

The word ‘antibiotic’ comes from English (anti-) and Greek (biotic). If ‘biology’ means the study of 

life, what is the literal meaning of antibiotic? 

2. Separate each word into its base word and inflection. 

(a) animals (b) provided 

(c) healthy (d) growth 

(e) connective (f) injuries 

3. Choose the correct word to complete each sentence. 

(a) In the body there are different types of (muscles/mussels). 

(b) Some foods can (affect/effect) the absorption of iron from plants. 

(c) A plate of (muscles/mussels) provides a good amount of iron. 

(d) The best (sauce/source) of iron is found in animal foods. 

(e) Red (meat/meet) is high in iron. 

4. Write the names of any nutrients and vitamins mentioned in the text. 

5. In the vegetarian argument, find the antonym of each word below. 

(a) inadequate (b) encourage 

(c) comfort (d) optional 

6. In the vegetarian argument, find the synonym of each word below. 

(a) enough (b) vital 

(c) assortment (d) offer 

7. Write the part of speech (e.g. noun, verb, adverb) and meaning of each word from the text. 

From the omnivore argument: 

(a) 

(b) 

(c) 

plant 

plays 

iron 

From the vegan argument: 

(d) 

(e) 



water 

spills 


Colour: 

I understand / need more practice on base words and their inflections. 

I know / don’t know about homophones and near-homophones. 

I can / can’t recognise synonyms and antonyms. 


Adam’s incredible journey – 1 

Text 

Read the imaginative text. 

Adam could feel the card tingling in his hand. Realise your dreams and plan the trip of a lifetime. 

Was there a small electric current passing 

through the lines of this incredible invitation? 

The only currency you require is your imagination. 

Were it not for this strange sensation, he There is no limit or barrier to your destination. 

would have discarded it as just another item 

Time and transport are of no consequence. 

of junk mail ... 

Your mind will take you where you want to go. 

Ridiculous though he knew it was, Adam was 

powerless to halt the sense of anticipation 

that was rising within him. He ran to his room, pulled the heavy atlas from the shelf and lay on the floor, examining 

the world maps of natural wonders and ancient historic sites. 

Hours later, Adam collapsed into bed, clutching a rough sketch of the world map and the places he wanted to visit. 

As he closed his eyes, the words ‘Chichen Itza’ fell from his lips and he felt his body rise up and float away. 

Marvelling at Kukulkan’s magnificent step pyramid, Adam checked his watch— 

2.57 pm—20 March. ‘The vernal equinox!’ he blurted out. ‘Just three minutes to go!’ 

Suddenly embarrassed by his outburst, Adam looked around sheepishly, but soon 

realised that not only had no-one heard him, they could not see him either. Using 

this to his advantage, he moved to the front of the crowd and waited. 

At 3.00 pm exactly, the afternoon sun shone on the 

edge of the pyramid’s stairway. As it did so, seven inverted 

triangles, shadows of the steps, created the image of a long serpent 

that stretched down to its massive stone head, carved in stone at the foot of the steps. ‘What 

a wonderful illusion’, sighed Adam in awe. ‘Brother Sun, can your sibling, Sister Moon, create 

a spectacle such as this?’ With the question still fresh on his lips, Adam felt the earth spin as 

all about him merged into the spiral of a fast-moving slideshow, and the vortex carried him 

away. 

A rustling in the sand dunes behind him made Adam turn. A large kangaroo was bounding 

straight towards him, paying him no attention. Adam jumped out of the way just in time. The 

wet sand felt cold, but not unpleasantly so, as it squelched between his toes. But he was 

not interested in his feet, or even the kangaroo. His eyes were drawn up and out towards the 

horizon. In the evening sky of early autumn, he could see more steps, but this time they were 

reflections of the moonlight on the exposed mudflats, stretching far out to sea. ‘Unbelievable!’ marvelled Adam. ‘A 

staircase to the moon! Whatever next?’ 

With a feeling in his stomach similar to that experienced when travelling in a 

lift, Adam realised he was on the move again. He found himself in the Angkor 

Archaeological Park in northern Cambodia. Ahead of him lay the world’s 

finest ancient monument, Angkor Wat. It was constructed a thousand 

years ago as a replica of the ancient Buddhist vision of the universe. 

Adam took a deep breath and strode forward. 

Adam 

At the centre of this terrestrial universe was the sacred mountain of Mount Meru and surrounding it, the five peaks 

of Meru and the mountains at the edge of the world. The moat beyond these constructed mountains represented 

the world’s oceans. 



After hours of exploring and being buffeted by unseeing tourists, Adam wanted his bed. 

Yawning loudly, Adam stretched and got out of bed. Unusually, the scenes from his dream were as vivid as the 

memories of real events. Adam could recall every little detail. But he was an intellectual sort, not given to fanciful 

notions. ‘Just a dream, silly boy’, he scolded himself. ‘Interesting, but just a dream.’ 

The crumpled paper tickled the sole of his left foot. As he bent down to pick it up, he noticed his feet: sand between 

his toes and under his toenails. Puzzled, he smoothed out the paper: his rough sketch of the world map, and the 

places he wanted to visit all marked with an asterisk. That in itself wasn’t odd, but the fact that three locations were 

marked with authentic passport control stamps most definitely was … 

My learning log When I read this imaginative text, I could read: all of it. most of it. parts of it. 



Comprehension 

1. (a) How did Adam acquire the invitation? 

(b) 

What made him take notice of the invitation? 

(c) 

In your own words, describe what Adam did next. 

2. Describe how Adam moved between locations. 

from home to 

Mexico 

from Mexico to 

Australia 

from Australia to 

Cambodia 

3. (a) What does Adam realise about his presence at Chichen Itza? 

(b) 

Write the phrase or sentence from the text that describes this feature occurring at the other locations. 

Staircase to the moon 

Angkor Wat 

4. How would you compare the three places Adam visited? 


(a) Kukulkan’s step pyramid at Chichen Itza is magnificent. Fact Opinion 

(b) The descent of Kukulkan’s serpent occurs at the vernal equinox. Fact Opinion 

(c) Angkor Wat is the world’s finest ancient monument. Fact Opinion 

(d) Angkor Wat is a replica of the ancient Buddhist vision of the universe. Fact Opinion 

6. Ask a question to discuss with the class about one of the places Adam visited, to help you understand 

the text better. 



7. Explain why you would or would not recommend this text to a friend. 







A morpheme is the smallest unit of meaning in a word. 

A free morpheme can stand on its own as a single word; e.g. possible. 

A bound morpheme has no sense on its own but it can give new meaning to a free morpheme; 

e.g. im + possible = impossible, re + place = replace. 

1. Separate each word into its base (free morpheme) and suffix or prefix (bound morpheme). 

(a) sensation (b) unpleasant 

(c) recall (d) location 

2. Choose a suffix to change the class/part of speech of each word. Name the new class/part of speech. 

-ation -ion -ible -able -al -ly -ous 

(a) collapse, verb (b) heavy, adjective 

(c) vision, noun (d) horizon, noun 

Some bound morphemes, known as inflections, change the grammar of a word; 

e.g. walk + s = walks high + er = higher speak + s = speaks eat + ing = eating 

3. Separate each word into its base (free morpheme) and inflection (bound morpheme). 

(a) tingling (b) interested 

(c) reflections (d) boy’s 

Compound words have two free morphemes with the meaning of each related to the compound 

word. 

4. Separate each word into its two free morphemes. 

(a) afternoon (b) stairway 

(c) moonlight (d) mudflats 

If two words are joined but their meanings do not relate to the word they make, the word has 

only one free morpheme; e.g. deadline. 

5. How many free morphemes? 

(a) staircase (b) toenail (c) marvelled (d) passport 

(e) towards (f) forward (g) outburst (h) another 



6. For each word, find a synonym from the first two paragraphs of the text. 

(a) rejected (b) amazing 

7. For each word, find an antonym from the fifth paragraph of the text. 

(a) reality (b) tiny 


Colour: 

I can / can’t separate words into their roots, prefixes and suffixes. 

I know / don’t know about morphemes. 

I understand / need more practice on synonyms and antonyms. 


Comparatives and superlatives 

When we compare two things, we change the adjective, usually by adding er. 

Example: ‘Today is warm but yesterday was warmer.’ 

When we compare three or more things we change the adjective usually by 

adding est. 

Example: ‘Tomorrow is expected to be the warmest day.’ 

The words more or most are used before some adjectives to compare things. 

Example: comfortable, more comfortable, most comfortable. 

1. Read the paragraph about the Sahara Desert. Highlight the adjectives used to compare. 

The Sahara Desert in northern Africa is the largest hot desert in the world. The largest desert is actually 

Antarctica—a cold desert with minimal rainfall. It is larger in area than the Sahara. It has one of the 

harshest climates on Earth with temperatures ranging from 58 ºC in summer to –6 ºC in winter. The 

most arid part of the Sahara is in Libya. The most common features of the desert are the never-ending 

sand sheets and sand dunes. The majority of the people living there are nomads who move from place 

to place looking for better living conditions. 

2. Finish the table below, changing the adjectives by adding er, est, more or most. 

(Remember to change the y to i when adding er or est to some words.) 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

(i) 

spicy 

narrow 

annoying 

spectacular 

clumsy 

lovely 

friendly 

careless 

fascinating 

3. Change the adjectives in bold print to the correct form, by neatly printing the words above the errors. 



The blue whale is the most large animal to have ever lived on Earth. It is more bigger than the most large 

dinosaurs. It is also the most loud living creature as its call can be heard up to 88 km away! The plankton 

and krill it eats are more tiny than the fish sharks eat, even though sharks are more smaller than the blue 

whale. Fewest blue whales live in the Southern Hemisphere than in the Northern Hemisphere. 


Adverbs 

Words telling how, when or where things occur are called adverbs. 

1. (a) Read the text. 

(b) 

The English Channel had traditionally been seen by British politicians as a barrier between their 

country and Europe. 

But that changed dramatically in 1909 when Bleriot, a French inventor and pilot, bravely battled 

strong winds and rain and flew across in 37 minutes. 

He was later awarded a prize, generously offered by London’s Daily Mail, for the very first 

flight. 

The British immediately realised their country would always be vulnerable to air attacks from 

Europe. 

The verbs in the text have been highlighted. Find the adverbs that tell: 

(i) how the prize was offered (ii) when the British realised 

(iii) when he was awarded (iv) how the Channel had been seen 

(v) where Bleriot flew (vi) when they would be vulnerable 

2. Write an interesting adverb to tell how an aircraft could do these things. 

(a) land (b) glide 

(c) travel (d) soar 

(e) accelerate (f) plummet 

3. Underline the verb in each sentence, then circle the adverb that modifies it. 

(a) 

(b) 

(c) 

(d) 

(e) 

In the early days of aviation, aircraft often crashed on take off. 

Before the first Channel flight, the British had certainly been safe from air attack. 

Despite the bad weather, Bleriot never gave up. 

During the last 100 years, bad weather has rarely caused flight cancellations. 



Accidents occasionally happen to modern aircraft. 

4. Underline the adverb and answer the question using one adverb in your reply. 

(a) 

How can a bird fly? 

(b) 

(c) 

(d) 

Where could an aircraft fly? 

When could an aircraft fly? 

How often do you fly? 


Baked lemon and 

ginger snapper 

Procedure 1 

Method: 

Follow this recipe to create a juicy whole-baked snapper. Serves four. 

Ingredients: 

• 1 whole snapper (scaled and cleaned) 

• 2 lemons 

• 1 tomato 

• 1 tablespoon grated ginger 

• 4 spring onions 

• soy sauce (light) 

• olive oil (light) 

• dried dill 

• ground black pepper 

• salt 

1. Wash fi sh and pat dry with paper towel. 

2. Slice tomato into thick slices. 

3. Slice one lemon thinly. 

4. Chop spring onions evenly. 

• chopping board 

• sharp knife 

• grater 

5. Stuff tomato, half sliced lemon, half spring onions and good pinch of dill inside fi sh. 

6. Score each side of fi sh using sharp knife and rub lightly with olive oil. 

7. Rub grated ginger evenly on both sides of fi sh. Press into scores. 

• measuring spoons 

• measuring cups 

• juicer 

• paper towel 

• aluminium foil 

• baking tray 

Utensils: 



8. Make foil ‘packet’ large enough to hold fi sh. Leave top open and place fi sh inside. 

9. Squeeze juice from remaining lemon. Remove pips. 

10. Sprinkle fi sh liberally with lemon juice, soy sauce, salt and pepper. 

11. Layer remaining lemon slices and spring onions evenly over top of fi sh. 

12. Close foil packet tightly. 

13. Bake in moderate oven at 160 ºC – 180 ºC for 30 to 35 minutes, depending on size. 

Test your lemon and ginger snapper by tasting it! 


Use the procedure on page 68 to complete the page. 

Examining procedure 1 

1. Title 

(a) Is the title of the procedure appropriate? 

yes no 

2. Goal 

What is the goal of this procedure? 

(b) Write an alternative title which would suit this 

procedure. 

3. Ingredients 

Procedures are written using clear, concise information. Unnecessary words 

are not included. 

Choose two examples from the list of ingredients that show this. 

4. Method 

(a) Use the boxes below to draw three of the main steps from the method. Write the step number in 

the box. 

(b) Do you think the procedure would be easier to follow if diagrams were included? yes no 

Explain 



(c) Explain why the order of the steps is important. 

5. Test 

How will you know if the recipe is a success? 


1. Plan a procedure for a recipe you know. 

Procedure plan 1 

Title 

Goal 

Objective of procedure 

Ingredients 

Method 

Concisely written, numbered steps in order. 

Test 

How will you test if the recipe is successful? 

Utensils 



2. Write your procedure. 3. Edit your work. 


The Great Barrier Reef 

Read the description. 


the great barrier reef is the largest coral reef in the wurld it is nearly two thousand 

kilometres long and stretch along most of the north-eastern coastline of australia 

althow the reef is so large it are actually made of very small coral polyps and algae 

the hard part of the reef is made from the skelertons of these small creatures 


(a) Find the 10 missing capital letters, 6 full 

stops and 4 commas. 

2 Grammar 

The subject and verb must always agree in 

person and in number. For example; ‘she 

swims’, but ‘we swim’. 

(a) In the text, circle the 3 verbs that do 

not agree with their subjects. Write the 

correction above each word. 

(b) Circle the verbs below that agree with 

their subjects. 

(i) 

The children was/were interested in 

marine science. 

(ii) They wants/want to see the Great 

Barrier Reef. 

(iii) It is/are under threat. 

(iv) It has/have to be protected. 

coral polyps is not as they appear members 

of the plant family but are really small 

aminals that have poisonous tentacles these 

animals feed on plancton and when they die 

they’re skelingtons remain 

Prepositions are positional words placed before 

nouns and pronouns to indicate their relation 

to other words; for example, ‘I had my shower 

after dinner’, ‘My mother is proud of me’. 

(c) Write the missing prepositions from the 

text. 

(i) 

the largest coral reef 

the world 

(ii) it stretches the 

north-eastern coastline. 

(iii) the reef is made the 

skeletons of coral polyps. 

3 Spelling 

(a) Underline the 7 spelling errors and write 

the correction above each word. 

4 Vocabulary 

A good choice of vocabulary can make a 

piece of writing more interesting. 



in length tiny feast solid 

most extensive vast venomous 

(a) Replace the bold words or phrases in the 

text with those from the list above. Write 

the new words or phrases above the 

originals. 


Hermes 

Read the fable. 


hermes was the son of the god zeus and an mountain nymph 

he was a very speshal child who on his first day of life found 

a empty tortoise shell and used it to make the first musical 

instrament an lyre 

hermes was known for his helpfullness to humanity when 

perseus was ordored by the king to bring him medusas head 

as a gift hermes provided him with an helmet to make him 

invisable and magic sandals so that he could fly swiftly perseus 

was able to complete his mission succesfuly thanks to the 

asisstance hermes had given 

as the patron of travelers it was hermess job to convey dead 

soles to the underworld 

hermes was also the mesenger of the gods he carried an 

special staff and is often depicted wearing an straw hat 


(a) Find the missing capital letters, full stops, 

6 commas and 2 apostrophes. 

2 Grammar 

When the word ‘a’ is needed before a word 

beginning with a vowel sound, it is necessary 

to change it to ‘an’ to make it easier to say; for 

example, ‘an apple’. 

(a) Underline 6 errors in the text where ‘a’ and 

‘an’ have been confused. Write the correct 

word on the line at the end of the row. 

Note: 

Some words beginning with the letter ‘h’ need 

‘an’ because the ‘h’ is silent, so the word starts 

with a vowel sound; for example, ‘an hour’. 

(b) Choose ‘a’ or ‘an’ for the following phrases. 

(i) 

(ii) 

(iii) 

urgent message 

helpful hint 

original painting 

(iv) 

(v) 

(vi) 

useful 

appliance 

honest 

mistake 

one-hit 

wonder 

Prepositions are positional words placed before 

nouns and pronouns to indicate their relation to 

other words; for example, ‘I went to bed after 

dinner’, ‘My mother is worried about me’. 



(c) Write the missing prepositions from the 

text. 

(i) Perseus was ordered the king 

(ii) Hermes provided him a helmet 

3 Spelling 

(a) Write the correct spelling of 8 misspelt 

words on the line at the end of the row. 


School vending machine 



I think its a good idea that our school has decidded 

to (by, buy, bye) a food vending machine for the 

student to use it will raise money for the school 

(which, witch) will directly benefit the students. 

also there isn’t no canteen or tucshop at the school 

(sew, so) students cant buy food from anywhere else 

this means that parents must prepare sandwich 

or other food for (there, their) children every day. 

In addition the school board has promissed that the 

vending machine will contain only hellthy food. 

Therefore i cant understand why (some, sum) 

parent dont want the vending machine I 

hop it arrives soon. 


(a) Write the missing 

capital letters, full 

stops, 4 commas 

and 3 apostrophes. 

2 Grammar 

Conjunctions can join 

single words or groups 

of words. 

(a) Write the words joined by the conjunction 

‘or’ in the text. 

3 Spelling 

(a) Choose the correct spelling from each 

pair of words in brackets. Write your 

choice in the space at the end of the line. 

(b) Write the correct spelling for the misspelt 

words in the space at the end of the line. 

4 Writing 

You can add ‘s’ or ‘es’ to most singular 

nouns to make them plurals. 

(c) There are 3 singular nouns in the 

text which need ‘s’ or ‘es’ added 

to them to make them plurals. 

Circle each and write its correct 

plural form in the space at the 

end of the line. 



A double negative statement incorrectly uses 

two negative words; for example, ‘I haven’t 

got no more,’ should be ‘I haven’t any more’ 

or ‘I have no more’. 

(a) Underline the words in the text containing 

a double negative. Write them correctly. 


TRIANGLES 

There are three main types of triangles. 

Equilateral triangles have three equal sides and angles. 

Isosceles triangles have two equal sides and angles. 

Scalene triangles have no equal sides or angles. 

1. Label each triangle below using E (equilateral), I (isoceles) or S (scalene). 

2. Label the triangles. Measure their sides using a ruler and their angles using a protractor. 

(a) (b) (c) 

triangle triangle triangle 

side 1: 2: 3: side 1: 2: 3: side 1: 2: 3: 

angle 1: 2: 3: angle 1: 2: 3: angle 1: 2: 3: 

3. Draw an example of each type of triangle below. 

Equilateral Isosceles Scalene 



Which type of triangle do you think is most commonly used in construction? 

Why? 


CIRCLES 

1. Draw a dot in the centre of these circles and a line to be labelled the radius. 

2. Trace over the circumference of these circles in red and measure the diameter in centimetres. 

(a) (b) (c) 

3. Use a compass to measure and draw three circles with diameters of 4 cm, 2 cm and 3.5 cm. 



Find three different sized circles in the classroom. Measure the diameter and radius and record 

your results on the back of the sheet. 


NEGATIVE NUMBERS 

1. Fill in the missing negative numbers. 

(a) –10, –11, , , –14, –15, , , –18, , –20 

(b) 0, –1, , , –4, –5, , , –8, , –10 

(c) –5, , –15, –20, , –30, , , –45, 

(d) –60, –58, , –54, , –50, , –46, –44, , –40 

(e) , –22, –24, , –28, , , –34, , –38 

2. In some countries temperatures in winter can be below zero, which is extremely cold. Read and write 

the temperature recorded on the thermometers. 

3. Record these temperatures by colouring in the thermometers red. 



–2 °C –14 °C –9 ° –16 °C 5 °C 11 °C 

Write the temperatures from Questions 2 and 3 in order from the coldest to the warmest. 

coldest 

warmest 


NUMBER PROPERTIES 

1. Write the first 10 multiples of the following numbers. 

(a) 3: , , , , , , , , , 

(b) 7: , , , , , , , , , 

(c) 9: , , , , , , , , , 

(d) 5: , , , , , , , , , 

(e) 11: , , , , , , , , , 

2. Generate multiplication facts for these numbers and record the factors. 

Multiplication fact 

If 3 / 8 

of 24 students ride their bike to school, 

how many students ride their bike to school? 

Factors 

e.g. 40 = 4 x 10, 8 x 5, 2 x 20, 1 x 40 1, 2, 4, 5, 8, 10, 20, 40 

(a) 15 = 

(b) 8 = 

(c) 20 = 

(d) 18 = 

(e) 24 = 

(f) 32 = 

(g) 60 = 

(h) 100 = 

3. Solve these fraction problems by finding parts of whole quantities. 

Fraction Related problem Answer 

e.g. 2 

/ 3 

of 21 = 21 ÷ 3 = 7 x 2 = 14 

(a) 1 

/ 4 

of 16 mm = 

(b) 2 

/ 5 

of $20 = 

(c) 3 

/ 8 

of 24 km = 



(d) 1 

/ 2 

of 26 = 

(e) 3 

/ 9 

of 45 L = 

(f) 1 

/ 6 

of $72 = 

How many remaining students travel to school by a different method? 


ROUNDING DECIMALS 

1. Round these decimals to the nearest whole number. Remember, numbers ending in .5 are rounded up. 

(a) 0.6 = (b) 2.4 = (c) 8.1 = 

(d) 4.5 = (e) 7.8 = (f) 2.2 = 

(g) 8.3 = (h) 13.5 = (i) 17.2 = 

(j) 26.9 = (k) 49.7 = (l) 76.4 = 

(m) 74.5 = (n) 209.6 = (o) 399.8 = 

2. Round the decimals to the nearest 10 before solving these addition and subtraction problems. 

Check your answer with the calculator and tick (✔) or cross (✗) to assess how close you were. 

Add or subtract Round Estimate Calculator check (✔) or (✗) 

e.g. 48.9 – 19.2 = 49 – 19 = 30 29.7 ✔ 

(a) 7.4 + 3.5 = 

(b) 9.8 + 6.2 = 

(c) 15.7 + 14.5 = 

(d) 42.3 + 37.9 = 

(e) 117.5 + 98.1 = 

(f) 9.7 – 5.6 = 

(g) 28.5 – 13.3 = 

(h) 45.1 – 26.6 = 

(i) 71.2 – 34.8 = 

(j) 99.9 – 44.5 = 

3. Round these decimals to one decimal place. 

(a) 3.41 = (b) 8.89 = (c) 2.34 = 

(d) 1.29 = (e) 4.01 = (f) 7.25 = 

(g) 9.66 = (h) 5.05 = (i) 6.08 = 



(j) 10.05 = (k) 11.25 = (l) 9.99 = 

(m) 14.5 = (n) 16. 01 = (o) 18.62 = 

Multiply these decimals using a calculator. Round the answer to the nearest whole number. 

(a) 7.1 x 3.5 = = (b) 9.4 x 1.7 = = 

(c) 16.4 x 7.8 = = (d) 35.6 x 24.2 = = 


MEASURING PERIMETER 

Perimeter is the distance around a shape or area. It can be measured in mm, cm, m or km. 

The perimeter of a circle is called the circumference. 

1. Record the perimeter of these shapes by counting the 

outside squares. 

2. Measure each side of these shapes in cm 

and add them to find their perimeter. 

3. Estimate and measure the perimeter of these objects. 


(a) dictionary between and cm P = + + + cm 



(b) plastic milk bottle top between and mm P = + + + mm 

(c) coaster between and cm P = + + + cm 

Measure the perimeter/circumference of the top 

of the class rubbish bin using a tape measure. Perimeter = cm 

P = 

P = 

P = 

cm 

mm 

cm 


MEASURING AREA 

Area is the amount of surface space inside a shape. Area can be measured 

in square centimetres (1 cm x 1 cm), square metres (1 m x 1 m), square 

kilometres (1 km x 1 km) or hectares (one ha = 10 000 square metres) 

1. Find the area of these shapes by counting the number of square centimetres inside each shape and 

record your answer in cm 2 . 

2. On the grid draw three 

different shapes with the 

following areas: 

(a) 8 cm 2 

(b) 12 cm 2 

(c) 16 cm 2 



On a sheet of grid paper, trace around your right foot 

and count the whole and half squares to find its area. Area = cm 2 


STRIP GRAPHS 

1. The strip graph below shows Year 6C students’ favourite subjects. Use your ruler to find out how many 

students like each subject. 

1 cm = 2 students 

How many students chose ... 

(a) sport? (b) art? (c) maths? (d) English? 

(e) social studies? (f) science? (g) Italian? 

(h) 

How many students are there in 6C altogether? 

2. The strip graph below shows the results of a group of pre-schooler’s favourite TV programs. 

Use your ruler to find out how many children like each program. 

1 cm = 5 children 

How many students chose ... 

(a) Playschool? (b) Wiggles (c) Hi-5? 

(d) Humphrey? (e) Thomas the Tank Engine? 

(f) 

(g) 

Banana in Pyjamas? 

How many children were surveyed altogether? 

3. (a) Survey the class on their favourite style of music and record the results on the strip below. 

Decide on the scale you will use. 

(b) 



Write three statements about the results of your strip graph. 

Decide on a topic to survey 10 classmates, survey the class and show the results on a strip 

graph with the scale 1 cm = 1 student. 


PIE GRAPHS 

Pie graphs will look like pies with the gathered information presented in each segment or slice of the 

circle. You need to use your knowledge of fractions when working out a pie graph. 

1. Look at the pie graph below showing how 

Madeline spends her time over 24 hours. 

2. Fill the pie graph below showing how you spend 

your time on a typical school day. 

(a) 

(b) 

(c) 

What does Madeline spend most of 

her time doing? 

What does she spend least of her time 

doing? 

What fraction of time does Madeline 

spend: 

(i) 

(a) 

(b) 

(c) 

(d) 

(ii) 

(iii) 

eating? 

at school? 

watching TV? 

Which was the most 

popular book type? 

Which was the 

least popular? 

Which type of book did 21 students choose? 

What would you have chosen as your favourite type of book? 

3. 80 students were surveyed about their favourite 

type of book and the results were presented on 

the chart below. Transfer this information into 

the pie graph. Label and colour each segment a 

different colour. 

Book type 

No. of students 

Adventure 40 

Short stories 15 

Nonfiction 21 

Comics 39 

Joke books 18 



Survey your class on their favourite ice-cream flavour and present the results as a pie graph. 


Conservation ~ Activity 1 

Conserving Our Resources 

Conservation is the careful use and protection of our natural resources. Our environment is our most valuable resource as 

it holds the key to our survival. All people should be aware that not only do we need to keep our environment the way it is, 

we also need to minimise the damage caused by our activities. We are all aware that our everyday actions can have a big 

impact on the environment. It is not the responsibility of just the government, or environmental organisations, to clean up 

the Earth, but ours, too – and there are many ways that we can help. 

Read each of the activities below. Discuss with your partner what you would do next to help minimise 

the damage to the natural environment. 

Make a list of five things you and your family could do at home to help conserve the environment. 

(i) 

(ii) 

(iii) 

(iv) 

(v) 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

Tom and Alicia have just had a picnic. Left on the grass are paper 

plates, glass bottles, apple cores and a newspaper they were 

reading. 

Miss Bird’s Year 6 class were concerned about an area of the 

school grounds where the grass and soil was being eroded 

away by the students walking on it. They raised money to 

conserve the area but were not sure what they should buy. 

When Sarah brushes her teeth, she keeps the tap running 

and watches herself brushing in the mirror. 

Simon was about to go shopping with his mum. He noticed 

there was a big container of plastic shopping bags in the 

kitchen already. 

Nicola, Brad and Sally work together in the city and live quite 

close to each other in the suburbs. Sally catches the bus to 

work, Brad drives his 4WD wagon and Nicola drives to work in 

her hatchback. 

Mrs Thompson hates gardening because she says nothing 

she plants will grow. She does love to cook though. Mrs 

Thompson throws all of the plastic wrappings and food 

scraps in the bin. 



On a separate sheet of paper, design a poster that will remind other students at your school of ways they can be environmentally 

friendly. You can choose one issue or mention a number of ways the students could change their behaviours. Remember to add facts 

and be careful with your presentation. 



Conserving the environment today is a major 

concern as people come to realise how much 

damage they have caused in the past. 

Some damage is beyond repair, other damage 

may need hundreds of years before the 

environment returns to its natural state. 

Choose one of the four main destructive influences on our environment. Use books, 

encyclopaedias, newspapers and the Internet to research the topic further. 

Logging 

Clearing of large areas of old growth forests, cutting the timber and transporting it. Logging 

destroys the natural habitats of many animals. 

Farming 

Damage to the Environment 

Clearing of huge areas of land of all trees to grow crops or to keep stock. This can make the 

land useless for native plants or animals and humans. 

Introduced Species 

Non-native plants and animals are introduced to a country accidentally or to control 

another species. Considerable damage to native wildlife can occur from introduced species. 

Waste Disposal 

Humans dispose of many wastes directly into the environment, damaging plants and 

animals in the process. 





Our Resources 

It is very important that we conserve 

our natural resources. These include 

water, forests and minerals. Because 

humans are continually using these 

natural resources, they are becoming 

harder to find. 

If we are careful and minimise the 

damage to the natural environment, 

forests, water, soil and animals are able 

to reproduce naturally. These are known 

as renewable resources. 

Non-renewable resources are those that we must conserve. 

Minerals can only ever be extracted and mined once. If the world runs 

out of the minerals gas, coal and oil, then our way of life will not exist. In 

order to conserve these precious minerals, they are made more expensive, 

showing the consumer that the minerals can run out. Petrol is one 

example. 

Soil 

The activities of humans have put the soil on this planet at great risk. The 

Earth now has large areas of soil that are useless to the environment. 

We can help the process of renewing the fertility of soil and keeping it 

alive by making a compost. This is done when plants and animals die 

and are broken down by bacteria. The nutrients obtained from the dead 

plants and animals help to make the soil more fertile. 

Compost bins are a great way for your family or 

your school to help to reduce the amount of rubbish 

that is disposed of at refuse sites. They also help to 

recycle soil by making it more fertile. Nutrients are 

replaced when plant materials are broken down by 

the organisms (usually worms) in the soil. Moisture 

is kept in the soil, worms are fed and weeds grow, 

helping to slow down the erosion process. 

What you need: 

• large juice carton (waxed) 

• overhead transparency 

• yoghurt container 

• clothes peg with a spring 

• newspaper 

• ruler 

• soil 

• vegetable scraps 

• grass clippings 

• shredded paper 

• earthworms 

• water 

Give three examples of natural resources. 

Give four examples of renewable resources. 

(a) 

(b) 

(c) 

(d) 

Which resources are non-renewable? 

List three advantages of using a compost. 

(a) 

(b) 

(c) 

Make Compost! 

What to do 

1. Carefully make three holes in 

three sides of the carton. 

2. On the other side, cut out a 

rectangle and stick a section of 

the overhead transparency to 

make a window. 

3. Fill your container by adding 

about three centimetres of soil, 

then grass, then food scraps and 

repeat until you reach the top. 

Make sure you finish with soil! 



4. Add a little water and two 

worms to the top. 

5. Watch your compost through 

the window! Keep a record of 

what you see. 



Can We Fix it? 

Look at each of the human activities in the pictures. Discuss with your group the harmful effects the 

activities have on the natural environment and why they are necessary. 

List your findings in the boxes. 

• In your group, discuss ways that these problems can be addressed and, if possible, prevented. 

Write your ideas in the ‘Can We Fix It?’ box. Continue on the back of this sheet if necessary. 




ENGLISH 

WEEK 4 

Reading comprehension – The lost village of Llanwddyn............................ 88–90 

Reading comprehension – The digestive system........................................ 91–93 

Grammar – Adverbial phrases and clauses....................................................... 94 

Grammar – Pronouns........................................................................................ 95 

Writing – Report........................................................................................... 96–98 

Proofreading and editing – Annie the witch....................................................... 99 

Proofreading and editing – School concert...................................................... 100 

Proofreading and editing – Glow-worm grotto.................................................. 101 

MATHS 

Geometry – Prisms.......................................................................................... 102 

Geometry – Pyramids...................................................................................... 103 

Number – Subtracting decimal numbers......................................................... 104 

Number – Addition........................................................................................... 105 

Number – Subtraction...................................................................................... 106 

Measurement – Millilitres................................................................................. 107 

Measurement – Litres...................................................................................... 108 

Statistics – Venn diagrams.............................................................................. 109 

Statistics – Interpreting data.............................................................................110 

SCIENCE 

Physical sciences – Reflection.........................................................................111 



Physical sciences – Refraction.........................................................................112 

Physical sciences – Pinhole camera................................................................113 

Physical sciences – Light and animation..........................................................114 


The lost village of Llanwddyn – 1 

Text 

Read the narrative text. 

Cerys and Huw live in Sydney, but this year they are 

staying with their grandparents, who live in mid-Wales, 

in Britain. As keen birdwatchers, one of their favourite 

places to visit is Lake Vyrnwy, a mecca for twitchers 

from all over the country. In the magnificent woodland 

surrounding the lake, there are a number of nature trails 

and bird hides. The twins and their grandparents have 

spent many happy hours these holidays, huddled together 

on a bench, peering through binoculars, and watching the 

comings and goings of the reserve’s avian wildlife. 

‘I really like this place’, sighed Huw wistfully, trying not to 

remember that tomorrow, his family would be travelling 

to London to get on a plane to take them back to 

Australia. This would be their last visit for quite some 

time. ‘It’s so peaceful here. I’ll bet it hasn’t changed in a 

thousand years.’ 

‘Ah, now that would be where you’re wrong, young 

man, very wrong.’ John Evans put his hands on Huw’s 

shoulders as they all gazed across the lake, marvelling at 

the reflection of the hillside in the crystal-clear water. 

‘The connection we have with this area didn’t just begin 

when your dad, Robert, married our Alice. Oh no, it 

began well over a hundred years ago, with the building of 

the first stonework dam in the country.’ 

Sensing a ‘Grandpa story’ coming on, the twins and 

Grandma Megan made themselves comfortable on the 

bench. 

‘You know that my family has always lived in Llanwddyn’, 

began Grandpa John. ‘Well, while that’s true, it’s not 

absolutely true. You see, the Llanwddyn of today is not 

the Llanwddyn of yesteryear. That was just up the valley.’ 

‘Er … sorry Grandpa, but you’ve lost us’, said Cerys 

slowly, a crinkled expression of confusion decorating her 

face. ‘How can that be? That would be where the lake is.’ 

‘Exactly!’ replied Grandpa, delighted with his 

granddaughter. ‘My family moved into the house we live 

in today in 1888. They didn’t want to move, but their 

old house, along with the rest of the village, was to be 

demolished. Yes, fifty families were rehoused, and the 

shops, inns, church and chapel were rebuilt; and even 

those lying in peace in the cemetery were dug up and 

taken to a new place of rest.’ 

‘Why, Grandpa? Were the buildings falling down?’ Huw’s 

innocent question made John smile. 

‘No lad, it was all about water. The population of Liverpool 

to the north was expanding rapidly with all the industry 

and factories, and they needed a source of pure, fresh 

water. Where better to find it than here in the rivers of 

Wales?’ 

Amid endless interruptions and questions, John managed 

to explain to the children how the last years of old 

Llanwyddyn continued under the shadow of the rising 

dam wall that would stem the river’s flow; and how the 

village was finally abandoned, then demolished, so the 

Vyrnwy could rise to form a lake. 

‘Well!’ cried Huw in utter dismay. ‘I hope nowhere else 

had to suffer in the same way.’ 

Megan Evans had been quiet for a long time. ‘It happened 

in many places, Huw: the Elan Valley and Capel Celyn 

are two others. And there are some to in Australia, like 

Tallangatta. Someone, somewhere, always has to pay the 

price for something that benefits others, and people are 

always resistant to change. But don’t dwell on it. There 

are plenty of events that have occurred in the past that 

were much worse than this.’ 

‘Your grandmother’s right, as always!’ laughed John, 

coming out of his reverie. ‘And don’t forget, you love this 

place. Its history shouldn’t change that. Come on, who’s 

up for a cycle around the lake in this glorious evening 

sunshine?’ 



My learning log When I read this narrative text, I could read: all of it. most of it. parts of it. 



Comprehension 

1. The setting of this narrative is in the past present . 

2. (a) In terms of nonfiction and fiction, how would you describe The lost village of Llanwddyn? 

(b) 

Do you think this method is a good way to learn about events of the past? Explain your answer. 

3. Draw a family tree to show the relationship 

between the people named in the text. 

5. Answer True or False. 

(a) A natural disaster destroyed the original village of Llanwddyn. True False 

(b) John Evans has always lived in the same house. True False 

(c) Cerys and Huw live in Australia. True False 


(a) Lake Vyrnwy is a popular place among nature lovers. Fact Opinion 

(b) The lake and its surrounding woodland are magnificent. Fact Opinion 

(c) Cerys and Huw are twins. Fact Opinion 

7. (a) What practice of land use has this narrative described? 

(b) 

(c) 

Write a question to discuss with the class to ask about this practice that would help you to 

understand it better. 

In the second last paragraph, what message is Megan Evans giving? 

4. Use evidence from the text to describe 

Huw’s feelings towards the place where his 

grandparents live. 









1. From paragraph 1, write the word that means ‘birdwatchers’. 

2. Write the meaning of each word. 

(a) mecca (paragraph 1) 

(b) yesteryear (paragraph 5) 

(c) stem (paragraph 10) 

(d) reverie (paragraph 13) 

3. Separate binoculars into its: 

(a) morphemes. (b) syllables. 

4. In the word binoculars, what do you think is the meaning of: 

(a) 

(b) 

bi? 

ocular? 

5. Separate each word into its free and bound morphemes. 

(a) rehoused (b) travelling 

(c) peaceful (d) majestic 

(e) dreaded (f) rebuilt 

6. Explain each phrase. 

(a) 

(b) 

(c) 

the reserve’s avian wildlife 

resistant to change 

under the shadow of the rising dam 

7. Write examples of evaluative language that describe the family’s opinions of the Lake Vyrnwy region. 

8. Write the phrase that describes: 

(a) the look Cerys gave to show she didn’t fully understand what Grandpa had said in paragraph 6. 

(b) 



how Grandpa’s explanation of the last years of old Llanwddyn was received by Cerys and Huw in 

paragraph 10. 


Colour: 

I can / can’t write definitions for words. 

I know / don’t know how to separate words into their morphemes. 

I understand / need more practice on evaluative language. 


The digestive system – 1 

Text 

Read the play script. 

A digestive chain reaction is set off when a banana is raised to a person’s mouth. 

Nose: 

Brain: 

A bite is taken from the banana. 

Hey, Brain, wake up! I can smell something! 

(sleepily) Er, what? Oh, yeah! I’m on to it. Hey, Mouth Nerves! 

Get moving! We need spit, and lots of it! 

Salivary glands: (excitedly) Oh this is such fun! Spit! Spit! Spit! Get that 

enzyme working! Yes, another successful mutation; 

Banana is now Bolus! (cheers) 

Bolus is swallowed. 

Pharynx: Now Bolus, when you get to the fork in the road, be sure to 

take Oesophagus Street. Trachea Avenue will take you to 

the lungs and the mastership will start to cough and splutter; 

though by rights, Epiglottis should have it covered. 

Bolus is passed into the oesophagus ... 

Oesophagus: Welcome Bolus! Enjoy the swift-action peristaltic roller-coaster ride! 

... and on to the stomach. 

Stomach: Glands, get ready with those enzymes and acid, but please, coat my lining with mucous 

first; I don’t want any peptic ulcers. This is the end for you, Bolus. I’m turning on the mixer 

... there, a nice sloppy goo, and a new identity. Every organ, please welcome … Chyme! 

(applause) Ready down there, Duo? I’m about to squirt. 

Chyme is squirted into the duodenum, the first part of the small intestine. 

Duodenum: (theatrically) And now, with a little help from enzymes produced by my dear friend, 

Pancreas (drum roll); and bile, produced by Liver and stored by his partner, Gall Bladder 

(more drum rolling), we shall contribute further to dear old Chyme’s breakdown. And when 

we’re done, we’ll move him along. 

Chyme is moved to the next part of the small intestine, the jejunum. 

Jejunum: Come on, Ileum, let’s squeeze this chyme like a sponge; watch those nutrients and water 

flow! 

Ileum: OK, pass some over. Have you got all your villi and microvilli working on it? We don’t want 

any slackers! Let Blood see the super-nutritious juice we produce! 

Nutrients are passed into the bloodstream. 

Blood: Thanks, guys. I can see this is really top-quality merchandise. High five! This mastership 

wants premium fuel so it always uses five-star ingredients. 

Ileum: Well, that was ‘Goodbye’ to the good stuff and all we have left here is the dried-out waste. 

My job is done so one good push and it’s on to the large intestine. 

The waste is pushed into the caecum, the first part of the large intestine. 

Caecum: Thanks, Ileum, I guess it can just sit here for a bit, then I’ll pass it on to the big fellow. 

Colon: I heard that! Come on then, pass it down. You’re obviously not going to do anything with it. 

The waste is pushed into the first section of the colon. 

Colon: Oh dear, I’m having a little trouble. The bacteria in my ascending and transverse sections 

are on a bit of a ‘go-slow’. They’re not producing enough mucous to help the waste on its 

way. The mastership is not taking enough fluid on board. The waste may have to stay here 

for a day or two ... 

Time passes. 

Colon: (suddenly waking up) Oh, I can feel a movement! Looks like my descending section is full 

and all the pressure’s on Rectum. 

Rectum: (panicking) Anus! Are you awake? Can you hear me? Time to open up ... 



My learning log When I read this play script, I could read: all of it. most of it. parts of it. 



Comprehension 

1. (a) Where is the setting for the play? 

(b) 

What is the purpose of the stage directions? 

2. The text refers to the ‘mastership’ on three occasions. Who or what is the mastership? 

3. Draw a labelled flow chart to show the process of digestion. 

4. Without using too much technical language, write a simple explanation of digestion that a younger child 

might understand. 



5. Would you recommend this text to someone trying to understand the process of digestion? Give 

reasons for your answer. 







1. What is the collective term for the body parts mentioned? 

2. (a) Circle the part of each word that identifies its Latin origin. 

duodenum jejunum ileum caecum rectum 

(b) 

Circle the two letters in each word, of Greek origin, that give the ‘ee’ sound. 

oesophagus 

trachaea 

3. What word, spoken by the salivary glands, means ‘change’? 

4. Write a simpler term for: (a) ascending 

(b) transverse (c) decending 

5. (a) What do the phrases, ‘swift-action’ and ‘roller-coaster ride’, tell you about the journey of the food 

from the pharynx to the stomach? 

(b) 

Look up the word peristalsis in a dictionary. Use the meaning to describe in your own words how 

the muscles in the oesophagus work to push the food towards the stomach. 

6. The lining of the small intestine is covered in villi that stick out like the hairs on your arm when you are 

cold. 

(a) 

(b) 

Do you think microvilli are bigger or smaller than villi? 

Explain your answer. 

7. What has the author done to make the sentence, ‘Let Blood see the super-nutritious juice we produce!’, 

sound like a slogan? 

8. Write two meanings of each word—the text’s meaning and an alternative meaning. 

(a) 

‘... fork in the road’ 

(b) ‘Every organ, please welcome, ...’ 



9. Separate each word into its morphemes. 

(a) removed (b) obviously 

(c) breakdown (d) mutation 


Colour: 

I can / can’t identify the origins of words. 

I can / can’t recognise slogans. 

I know / don’t know how to separate words into morphemes. 


Adverbial phrases and clauses 

An adverbial phrase is a group of words which can be used like an adverb to 

add information to a verb. A phrase does not contain a verb with a subject. 

1. Underline the adverbial phrase in each sentence and write if it is of time, place, 

manner or frequency. The verb has been written in bold. 

(a) 

The pilot flew above the tall trees. 

(b) Our aircraft arrived at exactly eight o’clock. 

(c) 

(d) 

One passenger boarded the aircraft at the last minute. 

The experimental plane took off like a rocket. 

(e) Two morning flights are scheduled on Mondays and Fridays. 

2. Add a suitable adverbial phrase telling how, when or where about the verb. 

(a) The aerobatic aircraft rolled . 

(b) My grandfather flew . 

An adverbial clause is a group of words, including a verb with a subject, which can be used like an 

adverb to add information to a verb. 

3. Underline the adverbial clause in each sentence and circle the verb that is included in it. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

The aircraft lurched as violent turbulence threw it around the sky. 

Some anxious passengers screamed when the aircraft lost height. 

The crew remained calm while the storm continued. 

An airline attendant dropped a tray as he was thrown against the trolley. 

The tray clattered to the ground as the attendant struggled for balance. 

Fortunately, the aircraft emerged without sustaining any serious damage. 

4. Add a suitable adverbial clause to each sentence. Don’t forget the verbs. 

(a) The aircraft circled the airport . 

(b) The damaged aircraft finally landed . 



5. Circle the correct word. 

(a) 

(b) 

(c) 

The student pilot flew good/well. He is a good/well pilot. 

This aircraft can fly as quickly/quick as that one. It is a quick/quickly aircraft. 

She scored very poor/poorly in her test. Her test results were poor/poorly. 

(d) 

(e) 

Our team won easy/easily. We had an easily/easy victory. 

Is that real/really yours? Is that real/really or a copy? 


Pronouns 

A pronoun is a word substituted for a noun. 

1. Read the text and choose a pronoun for each space. 

The four boys had been playing soccer in the park. As 

(a) 

collected their bags, James 

noticed another one by the bench. 

‘It’s not one of 

(b) 

’, he said. ‘ 

(c) 

could it be, I wonder? There doesn’t 

seem to be 

The boys checked again to make sure 

walking off. 

(d) 

about. What should we do?’ 

‘ 

(f) 

have we here then, lads?’ inquired the police officer 

as he took the bag and peered inside. 

‘We just found 

The police officer eyed 

(g) 

… in the park’, stammered Tom. 

(h) 

suspiciously. 

‘Come on now boys, make it easy for 

(i) 

. 

‘ 

(j) 

do you mean?’ blurted Jo. 

‘You know what I’m talking about. Don’t tell 

know what’s in this bag!’ scoffed the man. 

(e) 

was around before picking up the bag and 

(k) 

you don’t 

‘I’d like to call my dad’, said Tom. ‘He’ll believe us, even if you don’t.’ 

Thomas Betts arrived. ‘ 

(l) 

seems to be the problem, officer?’ 

‘No problem, sir. We’re just discussing the contents of their bag,’ replied the police officer politely. 

‘It’s not 

‘We don’t know 

(m) 

!’ stormed James. 

(n) 

about it. We didn’t even look inside.’ 

‘All right, James’, soothed Mr Betts. ‘I’ll deal with this. 

The officer emptied the bag on to his desk. The jewels sparkled brightly. 

‘Not 

(p) 

then, boys?’ 

(q) 

asked, one more time. 

2. Write each pronoun and the letter next to it in the correct box. 

(o) 

is in the bag, officer?’ 



Subjective Objective Emphatic/Reflexive 

Possessive Indefinite pronouns Interrogative pronouns 


Report 1 

Problems with plastic 

It is estimated that 500 billion to 1 trillion plastic bags are now made and used each year. Waste plastic, 

particularly in the form of used plastic shopping bags, causes immense problems worldwide for both land and 

marine environments. 

The problems they cause in the environment include blocking drainage systems, creating litter, adding to landfi ll 

waste, choking marine life and consuming energy during the manufacturing process. 

Most plastic bags are made from high density 

polyethylene (HDPE). HDPE is made from liquefi ed 

petroleum gas (LPG). The amount of LPG needed 

to make one plastic bag would drive a car about 

100 metres. An enormous amount of LPG is used 

to make the amount of plastic bags the world 

requires. 

Plastic bags decompose at a very slow rate, ranging 

from 20 to 1000 years. This means that plastic 

bags are continuing to accumulate. They may be 

reused or recycled, but are not being destroyed. 

On land, plastic bags block drains and gutters, 

stopping the fl ow of rainwater and sewage, resulting 

in pollution and threatening natural environments. 

Land animals can eat or become trapped in plastic 

bags. When the animals die, their bodies naturally 

decompose at a much quicker rate than the bag. 

The plastic the animal swallowed remains in the 

environment to be swallowed by another animal. 

Scientists believe more than 100 000 marine 

mammals such as seals, whales and dolphins 

die each year after being tangled in waste plastic. 

The plastic becomes twisted around the animals’ 

limbs or fi ns, cutting into their fl esh. This slows 

them down so they fi nd it diffi cult to catch or eat 

food and makes them easy prey. Turtles are thought 

to mistake fl oating plastic bags for jellyfi sh, their 

favourite food. The plastic can choke the turtle or 

block its stomach so it can not eat. 

Birds are attracted to the bright colour of some 

plastics and eat them. This can choke or poison the 

birds. Dead chicks have been found to have plastic 

in their stomachs. The parents had been feeding 

them what they thought was food. 

People can help solve this problem in the following 

ways. They can reduce the use of plastic bags by 

using paper or cloth bags, and reuse and recycle 

plastic bags as much as possible. People also 

need to remember that plastic bags put in bins will 

eventually end up in landfi ll, potentially at large in 



the environment. 


Examining report 1 

Use the report on page 98 to complete the page. 

1. Title 

(a) The title of this information report is 

2. Classification 

List two facts from this section. 

(b) Why do you think this title was chosen? 

3. Description 

(a) What technical words do these letters stand for? 

(i) HDPE 

(ii) LPG 

(b) What is the main idea of each of these paragraphs in the description section? 

Paragraph 3 Paragraph 5 

(c) Highlight the present tense verbs in this 

sentence. 

On land, plastic bags block drains and 

gutters, stopping the flow of rainwater 

and sewage, resulting in pollution and 

threatening natural environments. 

4. Conclusion 

What important point does the writer want people to remember? 

(d) Name an animal and use pronouns such as ‘it’ 

or ‘they’ to change this sentence from the first 

person to the third person. 

We are attracted to the bright colours of some 

plastics and if we eat them we can choke or be 

poisoned. 




Report plan 1 

1. Plan an information report on an issue you have learnt about in health or society and environment. 

Remember to include accurate facts and use vocabulary suited to your subject. 

Title 

Classification 

A general statement about the subject. 

Description 

Divide the description into sections. 



Conclusion 

It may contain a personal opinion. 

2. Write your report. 3. Edit your work. 


Annie the witch 

Read this narrative. 


Youre crazy, mike Old annies a witch—everyone knows that 

Rubbish, ian My mum and dad say shes just a lonley old lady. 

Im telling you shes a witch 

ian shook his head, his eyes behind the thick lenses opened 

wide and round. He dropped his voice to a wisper. 

And she killed her husband—she served him poisned cookies and milk. Homemade 

choc-chip cookies. And you want to go there by yourself—youre a nutcase 

But nothing could shake mike. 

Im going to weed her garden for her—and shes going to pay me ten dollars. And 

when I have that ten dollars, Ill have saved enugh for a new engine for my model 

aeroplane. And if youre very lucky, I might let you play with it sometimes. 

Yeah, if you’re alive, you mean … 


Speech marks are put at the beginning and 

end of what has been spoken. 

(a) There are 6 separate speeches in the 

text. Add the missing speech marks. 

(b) Write in 5 missing exclamation marks 

where the sentence suggests strong 

feelings. 

(c) Find 5 capital letters needed for proper 

nouns. 

A hyphen (-) is used in some compound 

words to connect smaller words; for example, 

choc-chip. 

(d) Use a dictionary to find three other words 

associated with food that also use a 

hyphen. 

Apostrophes are used in grammatical contractions. 

They show that letters have been left out. 

(e) In the text, add the missing apostrophes 

in 11 contractions. 

(f) Write the 5 different contractions used in 

the text in full below. 

2 Spelling 

(a) Underline 4 spelling mistakes in the text 

and write them correctly below. 

3 Grammar 



(a) Indicate the tense of these verbs from 

the text by writing ‘past’, ‘future’ or 

‘present’ after each. 

(i) 

knows 

(ii) shook 

(iii) dropped 

(iv) am going to weed 


School concert 

Read the diary entry. 


Dear diary 

Today was the big day I felt so nervos about 

playing my guitar in front of the hole school. 

There were twentytwo of us from different clases 

waiting offstage to perform all with diferent instruments. 

When my name was called I slow walked on I had 

a heartstopping moment wen I almost dropped my 

gitar. But once I’d sat down and started playing, I felt 

much better. I made a few mistaks but I managed to 

keep going, so I hop noone noticed! When I’d finished 

the audience began to applaud loud It felt great I 

haven’t stopped smilling yet I can’t wait to play again. 


(a) Find the 2 missing commas and 3 full 

stops. 

(b) Find the 3 missing hyphens and 2 

exclamation marks. 

2 Grammar 

Adverbs are words that describe verbs, telling 

‘how’, ‘when’ or ‘why’ something happens. 

They often end in ‘ly’; for example, ‘happily’, 

‘quickly’. 

(a) Write the 2 adverbs that are missing the 

‘ly’ ending in the space at the end of the 

line. 

(b) Add adverbs to describe the verbs in 

these sentences. They do not have to 

end in ‘ly’. 

(i) Her hands shook . 

(ii) The audience listened . 

(iii) Although I don’t practise , 

I am improving. 

3 Spelling 

(a) Two plural 

words from the 

text are spelt 

incorrectly. Write 

the correct spelling 

in the space at the end 

of the line. 

(b) Write the 7 other misspelt words 

correctly in the space at the end of the 

line. 

4 Vocabulary 

(a) List as many musical instruments with 

strings as you can. Use a dictionary to 

make sure your spelling is correct. 



guitar, 


Glow-worm grotto 

Read the description. 


The glow-worm groto in the Te Ana-au caves in the 

South Island of new zealand is well werth visiting. 

After you walk with care into the caves, you are 

aksed to get into a small boat to enter the grotto 

when you get there, it is absolutely quite and 

pitch-black. The only light you can sees is from the 

glow-worms, which is dotted above you. They look 

like tiny blue stars. It feels eerie to be in silence gliding 

under them with no other lite or sound you can’t 

evin see your own hand in front of your face by the 

time you leaves the grotto, you feel disoriented—it is 

dificult to say which way is up or down 


(a) Find the 5 missing capital letters, 3 full 

stops and 1 exclamation mark. 

A hyphen (-) is used in some compound 

words to connect smaller words together; for 

example, happy-go-lucky, self-pity. 

(b) Write two hyphenated compound words 

used in this text. 

2 Grammar 

Adverbs are words that describe verbs; for 

example, ‘happily’, ‘slowly’, ‘often’. 

(a) Look at the words in bold type in the text. 

Replace each group of words with one 

adverb with the same meaning and write 

it in the space at the end of the line. 

In any sentence, the subject and the verb 

have to agree in person and in number; for 

example, ‘He sees’ but ‘They see’. 

(b) Three verbs in the text do not agree with 

their subjects. Write the correct form of 

each verb in the space at the end of the line. 

Prepositions are positional words placed 

before nouns and pronouns to indicate their 

relation to other words; for example, ‘caves in 

the South Island’. 

(c) Underline the prepositions in each 

sentence. 

(i) 

You can walk into the caves. 

(ii) The light is from the glow-worms. 



(iii) We were gliding under them. 

(iv) The grotto is in the caves. 

(v) The glow-worms are dotted above you. 

(vi) They enjoyed their visit to the caves. 

3 Spelling 

(a) Write the correct spelling for the misspelt 

words in the space at the end of the line. 


PRISMS 

Prisms are three-dimensional shapes with at least one pair of opposite faces parallel. 

1. Name these prisms. 

2. Match the prisms with their description. 

(a) Square prism • • 10 faces, 24 edges, 16 vertices 

(b) Rectangular prism • • 5 faces, 9 edges, 6 vertices 

(c) Triangular prism • • 6 faces, 12 edges, 8 vertices 

(d) Pentagonal prism • • 8 faces, 18 edges, 12 vertices 

(e) Hexagonal prism • • 6 faces, 12 edges, 8 vertices 

(f) Octagonal prism • • 7 faces, 15 edges, 10 vertices 

3. Which two prisms have the same description? 



4. Draw and label real-life examples of different prisms. 

Use straws and modelling clay to make one of the above prisms. 


PYRAMIDS 

Pyramids are named after the shape of their base with all other faces being made up of triangles. 

1. Name these pyramids. 

2. Match the pyramids with their description. 

(a) Triangular pyramid • • 6 faces, 10 edges, 6 vertices 

(b) Square pyramid • • 9 faces, 16 edges, 9 vertices 

(c) Rectangular pyramid • • 4 faces, 6 edges, 4 vertices 

(d) Pentagonal pyramid • • 5 faces, 8 edges, 5 vertices 

(e) Hexagonal pyramid • • 5 faces, 8 edges, 5 vertices 

(f) Octagonal pyramid • • 7 faces, 12 edges, 7 vertices 

3. Which two pyramids have the same description? 

4. Draw and label real-life examples of different pyramids. 



Use straws and modelling clay to make one of the above pyramids. 


SUBTRACTING DECIMAL NUMBERS 

1. Subtract the following decimal numbers. 

(a) 6.8 

– 1.3 

(b) 8.9 

– 2.6 

(c) 9.4 

– 4.5 

(d) 7.5 

– 3.9 

(e) 19.3 

– 6.7 

(i) 7.983 

– 3.931 

(f) 38.1 

– 13.7 

(j) 9.503 

– 2.265 

2. Solve the following decimal subtraction problems. 

(a) $5.99 

– $1.50 

(e) $48.16 

– $15.68 

(b) $7.69 

– $3.92 

(f) $87.85 

– $34.90 

3. Use your calculator to check the subtraction problems above. Tick those that 

are correct and redo those that are incorrect in a different colour pen/pencil. 

4. Find the difference between $100.45 and $42.69. 

(g) 56.3 

– 24.9 

(k) 8.095 

– 4.342 

(c) $9.70 

– $4.18 

(g) $314.42 

– $078.08 

5. Find the difference between $426.55 and $264.99. 6. Subtract 17.55 L from 20 L. 

(h) 74.5 

– 43.9 

(l) 5.000 

– 1.996 

(d) $16.78 

– $08.90 

(h) $808.00 

– $325.29 



7. Subtract 8.2 kg from 97 kg. 8. Subtract $2452.85 from $5000. 

If Mr Jones purchased a new car costing $38 999, 

how much change would he receive from $50 000? 


ADDITION 

1. Add these sets of numbers. 

(a) 7 

9 

3 

2 

8 

+ 1 

2. Add these sets of numbers. 

(a) 247 

+ 345 

(f) 45 879 

+ 13 450 

(k) 455 397 

+ 318 503 

(b) 8 

6 

5 

3 

9 

+ 2 

(b) 697 

+ 577 

(g) 60 875 

+ 32 598 

(l) 1 533 626 

+ 1 247 904 

(c) 3 

4 

8 

1 

7 

+ 9 

(c) 560 

+ 951 

(h) 345 671 

+ 566 238 

(m) 2 590 503 

+ 1 736 921 

3. Use your calculator to check the addition problems above. Tick those that are 

correct and redo those that are incorrect in a different coloured pen/pencil. 

4. Find the sum of 6498 and 9876. 5. Add 11 726 and 9748. 

6. 20 809 people at one football match and 7. One house sold for $298 560. A second house 

32 982 at another. How many altogether? sold for $319 425. What is the total? 

If two petrol tankers, the first holding 450 986 litres and the second holding 399 850 litres, 

filled a petrol station, how much petrol did the station receive altogether? 

How many litres are they short of 1 000 000 L? 

(d) 1 

6 

7 

9 

5 

+ 4 

(d) 6130 

+ 4184 

(i) 409 266 

+ 397 518 

(n) 4 090 090 

+ 2 909 909 

(e) 9 

3 

8 

6 

4 

+ 7 

(e) 247 

+ 345 

(j) 620 173 

+ 282 345 

(o) 1 234 567 

+ 7 654 321 




SUBTRACTION 

1. Subtract these. 

(a) 59 

– 25 

(b) 92 

– 45 

(c) 73 

– 19 

(d) 67 

– 38 

(e) 90 

– 36 

(f) 85 

– 28 

(k) 947 

– 420 

(g) 76 

– 57 

(l) 528 

– 183 

2. Solve the following subtraction problems. 

(a) 500 

– 137 

(e) 3000 

– 1723 

(b) 800 

– 291 

(f) 5000 

– 485 

(h) 95 

– 30 

(m) 651 

– 199 

(c) 600 

– 356 

(g) 20 000 

– 8 532 

(i) 147 

– 64 

(n) 709 

– 356 

(d) 900 

– 450 

(h) 50 000 

– 29 563 

3. Use your calculator to check the subtraction problems above. Tick those that are correct and redo 

those that are incorrect in a different colour pen/pencil. 

4. Subtract 199 from 424. 5. Find the difference between 171 and 58. 

6. Subtract 3956 from 4705. 7. Subtract 1999 from 5000. 

(j) 256 

– 172 

(o) 918 

– 351 



8. Subtract 135 850 from 250 000. 9. Find the difference between 10 000 and 4872. 

75 000 tickets went on sale for a concert. 

If 49 628 tickets were sold on the first day, how many tickets are left? 


MILLILITRES 

1. There are millilitres in 1 litre; therefore, there are 500 mL in a litre. 

2. Change these litres to millilitres or millilitres to litres. 

(a) 3 L = mL (b) 0.25 L = mL (c) 9 L = mL 

(d) 6 1 / 2 

L = mL (e) 7000 mL = L (f) 8750 mL = L 

(g) 15 000 mL = L (h) 25 500 mL = L (i) 9.4 L = mL 

3. Estimate and measure the capacity of these containers in millilitres, using water. 


(a) tablespoon between and mL mL 

(b) 1 / 2 cup between and mL mL 

(c) mug between and mL mL 

(d) small cream bottle between and mL mL 

(e) small yoghurt container between and mL mL 

4. Compare and order these containers from the smallest capacity to the largest capacity. 

Number them 1 to 7. 

750 mL 

MOO-EE'S 

MILK 

MOO-EE'S 

MILK 

2 L 

50 mL 

375 mL 

5. Think about the food and drink items you consumed today. Sketch each item that would be measured in 

millilitres. 



500 mL 

250 mL 

1 Litre 

Work out the total capacity of the seven items shown in Question 4. 


LITRES 

1. Write at least three things that will hold less than 1 litre, about 1 litre and more than 1 litre. 

(a) Less than 1 litre (b) About 1 litre (c) More than 1 litre 

The following are standard measures. 

2. Using the above information, answer the following questions: 

(a) How many cups does it take to fill a (b) How many teaspoons does it take 

1 litre jug? to fill a tablespoon? 

(c) How many dessertspoons does it take to (d) How many litre jugs does it take 

fill a cup? to fill a 10 L bucket? 

(e) How many cups does it take to fill a 750 mL (f) How many teaspoons would it take 

bottle of soft drink? to fill a 100 mL bottle? 

3. Estimate and measure the capacity of these containers in litres, using water. Choose one of your own. 


(a) Bucket between and L litres 

(b) Rubbish bin between and L litres 

(c) Box between and L litres 

(d) Sink between and L litres 

(e) 



Work out the total capacity of the measurement items pictured in Question 1. 


VENN DIAGRAMS 

A Venn diagram is made up of two or more overlapping circles. It is used to show results of two or 

more different sets of information or categories. The overlapping shows the data which could be 

in either set or category. The space around the outside is for the data that do not belong in either 

circle. 

1. Bianca surveyed a group of classmates regarding who spent their pocket money and who saved it. 

Look at the diagram and answer the questions. 

(a) 

(b) 

(c) 

(d) 

(e) 

How many students save their pocket money? 

How many students spend their pocket money? 

How many students do both? 

Which category did Emily choose? 

How many students were surveyed altogether? 

2. Use the Venn diagram below to sort the counting numbers from 1-20. 

1 2 3 4 

5 6 7 8 

9 10 11 12 



13 14 15 16 

17 18 19 20 

Survey your class about their favourite TV programs. Categorise the shows into 

(a) sitcom (b) cartoon (c) movie. Show the results as a Venn diagram. 

Remember, some students may have more than one favourite program. 


INTERPRETING DATA 

1. Look at the column graph and answer the 

questions. 

(a) 

(b) 

(c) 

(d) 

(e) 

How many students altogether are 

learning another language? 

Which is the most popular language learnt? 

Which is the least popular language learnt? 

How many more students learn Italian than 

to German? 

What title could you give this graph? 

2. Look at the line graph showing the number of 

books borrowed at the local library over the past 

week and answer the questions. 

(a) 

(b) 

(c) 

(d) 

(e) 

Why do you think no books were borrowed 

on Monday? 

On which day were most books borrowed? 

On which day were 60 books borrowed? 

How many books were borrowed 

altogether? 



Work out the average number of books 

borrowed daily (do not include Monday.) 

Mean/average = 

Find the average number of students per class at your school. 


Light and Animation ~ Activity 1 

Reflection 

Study the reflection of your face in the spoon. Draw and explain what you see. 

front 

back 

Complete the following tasks and record your results. 

Find a way to make an 

object produce two images. 


object produce three 

images. 


object produce infinite 

images. 



Find a way to see over an 

object taller than you or 

above from eye level. 

∞ 



Hold a pencil in a glass of water. Record your observations below. 

(a) Holding pencil straight. 

Refraction 

(b) 

(c) 

Holding pencil at an angle. 

Explain what is happening in each diagram. 



Explain why you think light bends as it enters water. 



Pinhole Camera 

You will need: 

• 2 cardboard tubes – one smaller in 

diameter so it will fit inside the other 

• 5-cm x 5-cm piece of aluminium foil 

• 5-cm x 5-cm piece of greaseproof paper 

• 2 rubber bands 

• Small pin or needle 

3. With a pin or needle carefully poke a 

small hole in the centre of the 

aluminium foil. 

What do you notice about the objects 

you see through your camera? 

Explain what is happening in this diagram. 

How would you improve your camera? 

1. Cover one end of the smaller tube with 

greaseproof paper and secure with a 

rubber band. 

4. Slide the smaller tube inside the larger 

tube. 

2. Cover one end of the bigger tube with 

aluminium foil and secure with a rubber 

band. 

5. Look at brightly lit objects through your 

pinhole camera both inside and outside. 

Slide the tubes back and forth. 

What happens when you slide the tubes back 

and forth? 




Light and Animation 

Assessment 

(a) 

Draw this image as it would reflect from the front and back of a shiny spoon. 

(b) 

Explain why the images are different. 

Sarah’s little brother Jack wants to know why the pencil in the glass seems broken when he looks through the side. 

What will you tell Sarah to say. 

Describe what you noticed about objects seen through a pinhole camera. (Hint: Include the words ‘image’ and ‘reflection’.) 

Describe two ways of making an image or object appear to move by itself. 

Image 1: 

Image 2: 

front 



Indicators 

• Identifies how rays of light reflect when striking different surfaces. 

• Understands how the process of light refraction occurs. 

• Understands the principles of a pinhole camera. 

• Recognises the principles and processes involved with animation 

Demonstrated Needs further 

opportunity 

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