dear year 4,

Dear Year 4,

Here’s What We Want Our Students to Know When We’re Not Together…

We miss you, we miss you, we miss you.

#1 You matter, and we miss you “That I am thinking of them and missing them daily. The memories of their smiles, stories, and antics bring me joy in rough times. That I will do my best to continue to support them and their families as we wade through uncharted territory. That I love them 💗”

#2 Stay safe “School is important but so is your health. Take care of yourself and each other (from a safe distance of course). And, no matter what happens this year, be proud of yourself, your resilience, and your ability to adapt to extreme circumstances. I am proud of each and every one of you.”

#3 Be kind to your family “I miss the opportunity to be with you and learn together. While we are apart, learn with your family—learn some family history with a photo album, go on a nature hike and appreciate the world outside together, read with a family member.”

#4 Investigate your own interests “I hope they are still having fun and being silly despite the craziness going on in our outside world. I hope they are learning new things even if it’s not me teaching it to them.”

#5 Get creative “Make some art. Any art. Even if it’s just a pen and lined paper. Glue/tape recycled things together to make a sculpture. Bake cookies and decorate them. Build a snow sculpture. Work through the stress by creating.”

#6 Go outside everyday “I want every one of my kids to get outside and look at how beautiful our world is. Walk slowly through your neighbourhood or in your backyard and discover what Winter looks like.”

#7 Find ways to make a difference “I hope you lift people up. Please call or text someone (a friend, your grandparent, or a cousin) to say hi. Knowing people are out there thinking of them can make all the difference in the world.”

#8 We’ll be here when you get back “I’m here for them. This too shall pass. And we will pick up right where we left off!!!

Ye

ar 4

Lea

rnin

g fro

m H

om

e Sc

he

du

le Te

rm 3

, We

ek

1

Tue

sda

y

We

dn

esd

ay

Th

ursd

ay

Frid

ay

Mo

rnin

g R

ou

tine

Foc

us: Th

e First Fle

et

Re

ad

the

prin

ted

slide

s loc

ate

d in

the

lea

rnin

g fro

m h

om

e p

ac

k.

Com

plete Tuesday’s Morning Routine

Slip

.

Ha

nd

writin

g

Co

mp

lete

the

We

ek 1

ha

nd

writin

g

ac

tivity

.

Mo

rnin

g R

ou

tine

Foc

us: Th

e First Fle

et

Re

ad

the

prin

ted

slide

s loc

ate

d in

the

lea

rnin

g fro

m h

om

e p

ac

k.

Com

plete Wednesd

ay’s Morning

Ro

utin

e S

lip.

Mo

rnin

g R

ou

tine

Foc

us: Th

e First Fle

et

Re

ad

the

prin

ted

slide

s loc

ate

d in

the

lea

rnin

g fro

m h

om

e p

ac

k.

Com

plete Thursday’s M

orning R

ou

tine

Slip

.

Mo

rnin

g R

ou

tine

Foc

us: Th

e First Fle

et

Re

ad

the

prin

ted

slide

s loc

ate

d in

the

lea

rnin

g fro

m h

om

e p

ac

k.

Co

mp

lete

Frid

ay’s M

orn

ing

Ro

utin

e

Slip

.

Exte

nsio

n: W

rite a

ll the

thin

gs y

ou

h

ave

lea

rne

d th

is we

ek

ab

ou

t The

First Fle

et.

Se

nte

nc

e o

f the

Da

y

Co

mp

lex S

en

ten

ce

Ad

ve

rbia

l Ph

rase

of Tim

e

Co

nc

rete

No

un

s

Re

ad

the

prin

ted

slide

s loc

ate

d in

the

lea

rnin

g fro

m h

om

e p

ac

k.

This is a

mo

de

lled

exa

mp

le: The First

Fleet cro

ssed

the

eq

ua

tor in

the

ev

en

ing

.

Exte

nsio

n: C

rea

te o

ne

sen

ten

ce

usin

g

the

exp

an

de

d n

ou

n g

rou

p sh

ee

t.

Se

nte

nc

e o

f the

Da

y

Co

mp

lex S

en

ten

ce

Ad

ve

rbia

l Ph

rase

of Tim

e

Co

nc

rete

No

un

s

This is a

mo

de

lled

exa

mp

le: C

onvicts

were forced to leave England

therefore they came to A

ustralia.

Gu

ide

d- Fin

ish th

e se

nte

nc

e b

elo

w:

In th

e e

arly

da

ys…

Exte

nsio

n: C

rea

te o

ne

sen

ten

ce

usin

g

the

exp

an

de

d n

ou

n g

rou

p sh

ee

t.

Se

nte

nc

e o

f the

Da

y

Co

mp

lex S

en

ten

ce

Ad

ve

rbia

l Ph

rase

of Tim

e

Co

nc

rete

No

un

s

Ha

ve

a g

o a

t ind

ep

en

de

ntly

writin

g

yo

ur se

nte

nc

e u

sing

an

ad

ve

rbia

l

ph

rase

of tim

e.

Exte

nsio

n: C

rea

te o

ne

sen

ten

ce

usin

g

the

exp

an

de

d n

ou

n g

rou

p sh

ee

t.

Se

nte

nc

e o

f the

Da

y

Co

mp

lex S

en

ten

ce

Ad

ve

rbia

l Ph

rase

of Tim

e

Co

nc

rete

No

un

s

Asse

ssme

nt: In

de

pe

nd

en

tly w

rite

yo

ur o

wn

sen

ten

ce

usin

g a

n

ad

ve

rbia

l ph

rase

of tim

e.

Exte

nsio

n: C

rea

te o

ne

sen

ten

ce

usin

g

the

exp

an

de

d n

ou

n g

rou

p sh

ee

t.

Writin

g

Writin

g

Writin

g

Writin

g

Ca

use

an

d E

ffec

t

Task

: Com

plete the ‘Why w

ere

convicts sent to Australia?’ cause

and effect sheet. Com

plete the ‘First

Fle

et: L

ife in

En

gla

nd’ sh

ee

t by

dra

win

g a

pic

ture

rep

rese

ntin

g e

ac

h

ev

en

t.

Sh

ips o

f The

First Flee

t Ta

sk: R

ese

arc

h o

ne

of th

e e

lev

en

ship

s from

the

First F

lee

t. Pre

sen

t yo

ur

info

rma

tion

on

the

ship

tem

pla

te.

Life a

s a C

on

vic

t- Jou

rna

l Writin

g Ta

sk

Task

: Ima

gin

e y

ou

are

po

or p

erso

n

livin

g in

En

gla

nd

du

ring

the

late

1700s. Y

ou

ha

ve

be

en

sen

ten

ce

d

sev

en

ye

ars tra

nsp

orta

tion

for

co

mm

itting

on

e o

f the

follo

win

g

crim

es:

• ste

alin

g a

loa

f of b

rea

d

• stealing som

eone’s clothes off th

e lin

e

• stealing som

eone’s horse •

sne

akin

g o

n-b

oa

rd a

ship

in

ho

pe

of a

be

tter life

in

an

oth

er c

ou

ntry

.

Write

a jo

urn

al e

ntry

as a

ne

wly

co

nv

icte

d c

on

vic

t exp

lain

ing

yo

ur

rea

son

s for y

ou

r crim

e.

First Flee

t Inq

uiry

Task

Task

: Re

sea

rch

:

• a

co

nv

ict o

r a B

ritish o

ffice

r

wh

o a

rrive

d in

Au

stralia

on

the

First F

lee

t, or

• a

n A

bo

rigin

al p

erso

n d

irec

tly

imp

ac

ted

by th

e a

rriva

l of th

e

First F

lee

t.

2.

Inc

lud

e:

• D

ate

an

d p

lac

e o

f

birth

an

d d

ea

th

• Fa

mily

info

rma

tion

• Life

time

strug

gle

s

an

d/o

r

ac

co

mp

lishm

en

ts

• M

ajo

r ev

en

ts in life

• Effe

cts/

imp

ac

t on

soc

iety

, histo

rica

l

sign

ifica

nc

e.

3.

Use

the

info

rma

tion

from

yo

ur

rese

arc

h to

write

a b

iog

rap

hy

of y

ou

r ch

ose

n p

erso

n.

Co

mp

lete

the

First Flee

t Wo

rd S

ea

rch

.

Gu

ide

d R

ea

din

g

Read the ‘First Fleet Voyage’ fact

she

et a

nd

co

mp

lete

the

co

mp

reh

en

sion

qu

estio

ns.

Ch

oo

se tw

o v

oc

ab

ula

ry w

ord

s from

the

glo

ssary

an

d c

rea

te tw

o

sen

ten

ce

s usin

g th

e w

ord

s.

Re

ad

an

e-b

ook on ‘LiteracyPro’ and

co

mp

lete

a q

uiz.

Gu

ide

d R

ea

din

g

Com

plete the cloze passage on ‘First

Fleet.’

Ch

oo

se tw

o v

oc

ab

ula

ry w

ord

s from

the

glo

ssary

an

d c

rea

te tw

o

sen

ten

ce

s usin

g th

e w

ord

s.

Re

ad

an

e-b

ook on ‘LiteracyPro’ and c

om

ple

te a

qu

iz.

Gu

ide

d R

ea

din

g

Co

mp

lete

the

clo

ze passage on ‘Life

in England.’

Ch

oo

se tw

o v

oc

ab

ula

ry w

ord

s from

the

glo

ssary

an

d c

rea

te tw

o

sen

ten

ce

s usin

g th

e w

ord

s.

Re

ad

an

e-b


co

mp

lete

a q

uiz.

Gu

ide

d R

ea

din

g

Com

plete the cloze passage on ‘First

Fle

et J

ou

rne

y’.

Ch

oo

se tw

o v

oc

ab

ula

ry w

ord

s from

the

glo

ssary

an

d c

rea

te tw

o

sen

ten

ce

s usin

g th

e w

ord

s.

Re

ad

an

e-b


co

mp

lete

a q

uiz.

Ma

ths

Mu

ltiply

ing

an

d d

ivid

ing

by

6 a

nd

9.

Co

mp

lete

on

e o

f the

ma

ths

wo

rksh

ee

ts loc

ate

d in

the

lea

rnin

g

from

ho

me

pa

ck.

Ma

ths

Mu

ltiply

ing

an

d d

ivid

ing

by

6 a

nd

9.

Co

mp

lete

on

e o

f the

ma

ths

wo

rksh

ee

ts loc

ate

d in

the

lea

rnin

g

from

ho

me

pa

ck.

Ma

ths

Mu

ltiply

ing

an

d d

ivid

ing

by

6 a

nd

9.

Co

mp

lete

on

e o

f the

ma

ths

wo

rksh

ee

ts loc

ate

d in

the

lea

rnin

g

from

ho

me

pa

ck.

Ma

ths

Mu

ltiply

ing

an

d d

ivid

ing

by

6 a

nd

9.

Co

mp

lete

on

e o

f the

ma

ths

wo

rksh

ee

ts loc

ate

d in

the

lea

rnin

g

from

ho

me

pa

ck.

PD

HPE

Ge

t in flo

w- d

o a

n a

ctiv

ity th

at

en

ga

ge

s yo

u so

mu

ch

yo

u fo

rge

t

ev

ery

thin

g e

lse. Tim

e se

em

s to fly

wh

en

yo

u d

o th

ese

thin

gs a

nd

yo

u

might even forget you’re hungry. N

O

SC

REEN

.

PD

HPE

Sc

he

du

le a

5-m

inu

te c

on

ve

rsatio

n

with som

ebody toda

y. It’s okay if you

talk

for lo

ng

er. A

sk th

e p

erso

n y

ou

wo

uld

like

to ta

lk to

wh

en

the

y h

av

e

5 m

inu

tes to

talk

. Se

t an

ala

rm a

t the

time

an

d m

ee

t up

! Yo

u c

an

talk

to a

fam

ily m

em

be

r fac

e to

fac

e o

r vid

eo

ca

ll a frie

nd

.

PD

HPE

Ho

p -

1.

Ma

rk tw

o sp

ots th

at a

re 1

0 ste

ps

ap

art.

2.

Ge

t a d

ev

ice

or w

atc

h to

time

yo

urse

lf.

3.

Sta

rt at th

e first m

ark

er a

nd

ho

p

aro

un

d th

e se

co

nd

ma

rke

r,

retu

rnin

g to

the

start.

4.

Re

co

rd y

ou

r time

.

PD

HPE

Ea

t at le

ast 4

serv

ing

of v

eg

eta

ble

s

tod

ay.

(1 se

rvin

g is h

alf a

cu

p.)

5.

IF B

OTH

OF Y

OU

R F

EET TO

UC

H

THE G

RO

UN

D S

TAR

T AG

AIN

.

Oth

er K

ey

Lea

rnin

g A

rea

s

HSIE

Co

mp

lete

the

ac

tivitie

s for W

ee

k 1

.

Sc

ien

ce

Lo

ok a

t the

exa

mp

le slid

es a

nd

the

ac

tivitie

s for

We

ek 1

.

CA

PA

- So

cia

l, em

otio

na

l an

d fa

mily

ac

tivitie

s

D

raw

a p

ictu

re o

f yo

u d

oin

g so

me

thin

g

kin

d.

C

oo

k a

yu

mm

y tre

at w

ith a

n o

lde

r fam

ily

me

mb

er.

List d

ow

n th

e th

ing

s tha

t yo

u a

re g

rate

ful

for to

da

y.

W

rite a

lette

r to y

ou

r tea

ch

er. S

ha

re w

ith

the

m h

ow

lea

rnin

g fro

m h

om

e is g

oin

g a

nd

wh

at y

ou

ha

ve

be

en

do

ing

Su

rprise

yo

ur M

um

or D

ad

an

d d

o a

job

or

a c

ho

re fo

r the

m th

at th

ey n

orm

ally

wo

uld

do

. Do

this w

itho

ut th

em

kn

ow

ing

Com

plete Captain’s Log A

rt ac

tivitie

s

7/9/21

1

Week 1Adverbial Phrase of TimeConcrete Nouns

1

We are learning to write a range of sentences with an adverbial phrase of time.

I have

at least one main clause

a conjunction (coordinating or subordinate)

a subordinate clause (complex sentences)

a comma (if needed)

correct beginning and end punctuation

an adverbial phrase of time

2

main clause

subject predicate(contains the verb + extra information)

Simple Sentence

3

Subject Predicate

Noun

personplacething idea

PronounIheshetheywehimher

verb

runskiptypeareiswill

extra information

or

4

main clause main clause

coordinating conjunction

Compound Sentence

5

subordinate clausemain clause Subordinate conjunction

Complex Sentence

A....afterA....althoughA....asW...whileW...whenU....untilB....beforeB....becauseI......ifS....since

6

7/9/21

2

main clauseSubordinate conjunction

Complex Sentence

A....afterA....althoughA....asW...whileW...whenU....untilB....beforeB....becauseI......ifS....since

subordinate clause

7

Adverbial Phrase of Time An adverbial phrase of time gives us information about the verb such as when, how long, and how often something occurs.

An adverbial phrase of time is one or more words that modify the verb in a sentence.

8

WHEN HOW LONG

HOW OFTEN

9

WHEN

Examples of when:

On 14th of July 1787, the First Fleet crossed the equator in the evening.

In March 1787, in Portsmouth England, eleven wooden sailing ships were being prepared for the long sea journey to Botany Bay.

In the early days discipline was brutal, with regular use of the lash.

10

HOW LONG

Examples of how long:

After months of preparation, the First Fleet finally left England.

They then travelled for eight weeks, and dropped their anchor at Rio de Janeiro on the South American Coast.

11

HOW OFTEN

Examples of how often:

Convicts usually behaved well in fear of being flogged.

The Superintendents kept a journal of their voyage on a daily basis.

12

7/9/21

3

Adverbial Phrase of Time An adverbial phrase of time gives us information about the verb.

It describes WHEN something happened.

It can be placed both at the beginning and at the end of a sentence.

Some examples include:

latertonight

todaysoon

eventually next week

this year last month at the moment

13

Fill in the sentence using the correct adverb of time.Class

Activity

todaytonight yesterday

tomorrow

1) I will see you ____________ at noon to discuss your assignment.

2) I was late ____________ for my meeting at work. I was caught in traffic.

3) Today, Abdul is going to ask his brother if he wants to go to the cinemas ____________.4) Reema made an appointment to see the doctor _____________ .

14

7/9/21

1

Morning Routine Revision

1 2

Life in Britain During the 1700sIn the 1700s, Britain was the wealthiest country in the world. Rich people could provide their children with food, nice clothes, a warm house and an education. While some people were rich, others were poor. Poor people had no money and no food. They had to work as servants for the rich. Poor children did not attend school. When machines were invented, many people lost their jobs because workers were no longer needed. Health conditions during the 1700s were very poor. There was no clean water due to the pollution from factories. Manure from horses attracted flies, which spread diseases. A lack of medical care meant many people died from these diseases.

3

Life in Britain During the 1700s• The overcrowded city streets were not a nice place to be during the 1700s. High

levels of poverty resulted in a lot of crime.• Harsh punishments were put in place to try to stop the crime. People were

convicted for crimes as small as stealing bread. Soon, the prisons became overcrowded with convicts. • One of the most common punishments was transportation to another country.

Until 1782, Britain sent their convicts to America. After the War of Independence in 1783, America refused to take Britain’s convicts. Britain began using old rotting ships, called hulks, to house their prisoners.

4

Life in Britain During the 1700s• Conditions on the hulks were terrible. Each hulk was

cramped and overcrowded, with more than 300 convicts on board.• Convicts on the hulks were treated poorly and fed only a

small amount of food. Each day, they were sent off to work for more than ten hours at a time. • The hulks also carried diseases. Many convicts died from

typhoid and cholera while they were on board.

5

As a class, discuss what life must have been like for a convict living on a hulk.Use the five senses to brainstorm. • What would you smell?• What would you hear?• What would you taste?• What would you see?• How would you feel?

Life as a British Convict

6

7/9/21

2

Life as a Convict – Independent ActivityMany British people were given harsh punishments for petty crimes.Imagine you are a convict. You have been sentenced to seven years transportation for committing one of the following crimes:• stealing a loaf of bread• stealing someone’s clothes off the line• stealing someone’s horse• sneaking on board a ship to another country.Use the Life as a Convict – Journal Writing Task to write a journal entry that explains your reasons for committing the crime.

7

Why Were Convicts Transported to Australia?• Gaols and hulks in Britain were becoming overcrowded with

convicts. America was no longer an option for transportation.• On James Cook’s return from Australia in 1771, Lord Sydney

agreed that it would be a suitable place to create a penal colony. It was isolated from the rest of the world, and Cook incorrectly labelled it as ‘terra nullius’ (nobody’s land).• On 13 May 1787, eleven convict ships journeyed from

Portsmouth, England, to Australia. This fleet of convict ships became known as the First Fleet and arrived at Botany Bay from 18 January 1788.

8

The Ships of The First FleetTwo Royal Navy vessels• HMS Sirius and HMS SupplyThree store ships• Golden Grove, Fishburn and BorrowdaleSix convict transport vessels• Alexander, Charlotte, Friendship, Lady Penrhyn,

Prince of Wales and Scarborough

9

People and Equipment – The First Fleet1500 peopleConvicts, marines, sailors, civil officers and free peopleAnimals7 horses, 29 sheep, 74 swine, 6 rabbits and 7 cattleFood and suppliesRopes, crockery, agricultural equipment, tools, seeds, spirits, medical supplies, surgical instruments, handcuffs, leg irons and other miscellaneous items

10

The First Fleet Timeline

13 M ay 1787The First F leet leaves Portsm outh, England.

20 M ay 1787A convict on the Scarborough plans a m utiny. Those involved are flogged and tw o are transferred to the Prince of W ales.

3 June 1787The First F leet anchors at Santa Cruz at Tenerife to stock up on fresh w ater, vegetables and m eat.

10 June 1787The First F leet sets sail across the Atlantic to Rio de Janeiro, taking advantage of the trade w inds and ocean currents.

Ju ly 1787As the First F leet sails through the tropics, the sh ips becom e infested w ith rats, bedbugs, lice, cockroaches and fleas. W ith the hot and hum id w eather, w ater is rationed to three p ints a day. The tropical rainstorm s keep convicts below deck, creating an overpow ering sm ell. M any convicts get sick and d ie.

5 August 1787The First F leet reaches Rio de Janeiro and stays for a m onth. The ships are cleaned and repaired. Fresh w ater and food is taken on board. The infested clothing of the fem ale convicts is burnt and replaced w ith rice sacks to w ear as dresses.

4 Septem ber 1787The First F leet leaves Rio de Janeiro.

13 O ctober 1787The First F leet reaches the Cape of G ood H ope in southern Africa. This is the last port of call before Australia, so they stock up on p lants, seeds and livestock. They take on board 2 bulls, 3 m ares, 44 sheep, 32 p igs, 4 goats and a large quantity of poultry.

N ovem ber 1787The gales of the ‘Roaring Forties’ help the sh ips sail through to Australia. H ow ever, the fleet is faced w ith challenging conditions. Som e supplies begin to run low and w ater is rationed.

25 N ovem ber 1787Arthur Phillip is transferred to the Supply , w hich is travelling ahead of the fleet. It w as p lanned that Phillip w ould arrive first, se lect a su itable location, find clean w ater, clear the ground and build som e huts before the arrival of the other sh ips.

4 January 1788Van D iem en’s Land is sighted from the Friendship . A freak storm dam ages som e of the sails of the ships.

18–20 January 1788After 252 days and m ore that 24 000 km , the Supply , reaches Botany Bay. In the fo llow ing days, the rest of the fleet arrives. A lthough Phillip does not have enough tim e to prepare, it w as a successfu l voyage w ith no ships lost and only 48 fatalities.

11

Use a world map and a timeline to plot the route of the First Fleet.

Plotting the Route of the First Fleet

12

7/9/21

3

Ships of the First Fleet – Independent ActivityIn small groups, research one of the eleven ships from the First Fleet. Present your information on one of the Ships of the First Fleet – Writing Templates.Use the ships to create an informative class display of the First Fleet.

13

Date: ____. _____. ______

Week 1 - Tuesday

Facts about Life in Britain in the early

1770)

1. 3.

2. 4.

Vocabulary – Identify content

specific words that relate to this week’s

Talk for Learning

Sentence Of

the Day – Simple, compound and complex -Focus

(Adverbial Phrase of Time)

SUCCESS CRITERIA Simple, compound and complex -Focus (Adverbial Phrase of Time)

- at least one main clause - a conjunction (coordinating or subordinate) - a subordinate clause (complex sentences) - a comma (if needed) - correct beginning and end punctuation - an adverbial phrase of time

Date: ____. _____. ______

Week 1 - Wednesday


1770)

1. 3.

2. 4.



Talk for Learning

Sentence Of





Date: ____. _____. ______

Week 1 - Thursday


1770)

1. 3.

2. 4.



Talk for Learning

Sentence Of





Date: ____. _____. ______

Week 1 - Friday

Facts about Life in Britain in the early 1770)

1. 3.

2. 4.

Vocabulary – Identify content specific words that relate to this week’s Talk for Learning

Sentence Of





Expanded Noun Groups

Pointer (which?)

eg: the, a, this, these, your, his, its, som

e, those, m

y that, her

Counter (how m

any?) eg: one, a couple, a few

, some,

many, six, lots

of, all, both

Intensifier (to what degree? H

ow?) eg: very, incredibly, quite, sort of, least, m

ost

Describer

(what like?)

eg: beautiful, yellow

, shy, soft, tiny, dangerous, huge

Classifier (what type?)

eg: nocturnal, dalm

atian, gold, Year 4, Italian, Greek, Vietnam

ese, plastic

Thing (who or what?)

NO

UN

eg: boy, baby, dog, kitten, m

oon, apple, sky, girl, alien, fight

Qualifier

(more inform

ation about the ‘thing’)

eg: w

ho, with hazel eyes, that lives near the

sea, which I love, w

hom I m

et last week,

by, near, while

The

11,

quite

majestic,

First Fleet

ships entered the harbour in Port Jackson on the

26th January 178

8, w

hile a mob of peaceful,

confused, Aboriginal people looked on in fear.

- Teachers Pay T

eachers - Nicki Sharrad

The First Fleet

DateName

HISTORY

Life as a Convict - Journal Writing TaskImagine you are poor person living in England during the late 1700s.

You have been sentenced seven years transportation for committing

one of the following crimes:

• stealing a loaf of bread

• stealing someone’s clothes off the line

• stealing someone’s horse

• sneaking on board a ship in hope of a better life in another country.

Write a journal entry as a newly convicted convict explaining your reasons for your crime.

HISTORY

First Fleet - Inquiry Task

DateName


A large number of convicts and British officers travelled to Australia on the First Fleet with untold stories and experiences. When the First Fleet arrived in Australia, contact was made with the Aboriginal people. During the establishment of the new colony, some of these convicts, officers and Aboriginal people made a significant impact.

Task1. Research:

• a convict or a British officer who arrived in Australia on the First Fleet, or • an Aboriginal person directly impacted by the arrival of the First Fleet.

2. Include:• Date and place of birth and death• Family information• Lifetime struggles and/or accomplishments• Major events in life• Effects/impact on society, historical significance.

3. Use the information from your research to write a biography on your chosen person.

Researching and Presenting1. To complete the first part of the task (researching), you will need to apply an inquiry approach of gathering information. This involves:

• developing questions to research about the convict, officer or Aboriginal person• collecting information from a range of primary and secondary sources• recording the information in dot-point form, using the graphic organiser provided• evaluating the usefulness of the information you have collected, and selecting which

information will be included in your presentation• communicating your findings.

2. To complete the second part of the task (writing a biography), you will need to have an understanding of how a biography is structured. This includes:

• Orientation - who, what, where, when and background information• Record of events - in chronological order, use of evaluative remarks• Re-orientation - summary of information.

A planning sheet has been provided to help you draft your biography.

HISTORY


DateName

Research Graphic Organiser

1. Date and place of birth and death:

2. Family Information:

3. Lifetime struggles and/or accomplishments:

4. Major events in life:

5. Effects/impact on society, historical significance:

HISTORY


DateName

Biography Planning Sheet

1. Orientation: (Who, what, where, when and background information.)

2. Record of Events:

(Chronological order of life events using evaluative remarks.)

3. Re-orientation: (Summary of information.)

HISTORY

Copyright © www.easyteaching.net

First Fleet Word Search

CREW SETTLERS CONVICTS

BRITISH AUSTRALIA PENAL COLONY

EORA OFFICERS TRANSPORTATION

SETTLEMENT LANDED BOTANY BAY

ABORIGINAL MARINES SHIPS

ARTHUR PHILLIP JANUARY

Multiples Maze Find the multiples of 9 and find your way through the maze to the finish line.

Colour the multiples in yellow.

In math, the meaning of a multiple is the result of one number multiplied by another number. For example, 9x3=27 27 is the multiple.

Multiplication and Division

Multiplication and Division by 9

Red level

Multiplying by 9 Multiplying by 6

9x5=

6x5=

9x7=

6x6=

9x9=

6x2=

9x11=

6x11=

Create and complete 4 of your own questions


Blue level


9x12=

6x13=

9x16=

6x17=

9x28=

6x49=

9x54=

6x62=



Black level


9x64=

6x93=

9x88=

6x314=

9x327=

6x564=

9x713=

6x845=



Green level


9x924=

6x962=

9x845=

6x1423=

9x1474=

6x4326=

9x5331=

6x7452=



Learning Intention: We are revising our joins to the letter 'e'.

7/9/21

1

ScienceSmooth Moves

We are learning about understanding the nature of

forces, motion, and matter and energy.

1

Activity 1

• You will be creating a real life scenario and using your understanding of forces and motions to explain the forces acting in the scenario.

• Your scenario could be pushing a trolley or pulling a box.

2

• You are now going to create a force arrow diagram of your role play scenario

What does a force arrow diagram include?

A force arrow diagram uses arrows to show the direction of forces. A pull is shown by an arrow pointing away from the object. A push is shown

by an arrow pointing towards the object.

Why do we use a force arrow diagram?

We use a force arrow diagram to show push and pull forces.

3

Trade with the MakasarAbout 1700: Beginning of trade links between Aboriginal people of northern Australia and Makasar from Sulawesi

Black and white sketch showing two groups of people trading goods. Grass huts and a harbour form a backdrop.Macassans at Victoria, Port Essington by HS MelvilleContact between Australia and Asia pre-dates European settlement.

From at least 1700 until 1907, hundreds of fishermen sailed each year from Makassar on the island of Sulawesi (now Indonesia) to the Arnhem Land coast, an area they called Marege.

Makasar traded with Aboriginal people for trepang (sea cucumber), which they boiled down, dried on their boats and traded with China where it is still used for food and medicine.

The Makasar did not settle in Arnhem Land but they did have an influence on the Yolŋu people’s society and ritual.

Trade and transformationFrom at least 1700 until 1907, hundreds of fishermen sailed each year from Makassar on the island of Sulawesi (now Indonesia) to the northern Australian coast, an area they called ‘Marege’.

The fishermen arrived each December and camped along the Arnhem Land coast, catching, boiling and drying trepang. They met, traded and worked with local Aboriginal people.

The months that the Makasar spent harvesting in the coastal waters of northern Australia were busy ones. Fishermen speared the trepang from their praus (boats) or dived down to spike them with weighted harpoons.

On shore, trepang were gutted and boiled in sea water in iron cauldrons, then buried in hot sand to cool slowly. After some time, they were dug up and their chalky skin washed away with salt water.

Finally, the trepang were dried in the sun or smoked over a slow fire in temporary huts made of bamboo and mats.

Then, each April, as the monsoon winds began to blow, the fishermen departed, returning to Makassar with the holds of their boats holds carrying trepang to be traded north to China.

Influence on Yolŋu society and ritual3

Influence on Yolŋu society and ritualThe Makasar did not settle in Arnhem Land but they did have an influence on Yolŋu society and ritual. They introduced calico, tobacco and smoking pipes, and words that are still in use today, such as rrupia (money).

Most importantly they introduced an item of technology that transformed Yolŋu life metal. Metal blades, knives and a es made everyday practices easier for Yolŋu, from cutting food to making large dugout canoes and comple wooden sculptures.

Trade with ChinaIn China, trepang was considered a culinary delight and an aphrodisiac.

By the mid-19th century the fleet from Makassar that visited Arnhem Land each year was supplying about 900 tons of trepang about one-third of the Chinese demand.

By the end of the 19th century visits from Makasar to northern Australia to gather trepang were declining.

After 1901 the newly formed Australian Government banned trepangers from Makassar in order to protect Australia’s ‘territorial integrity’ and to encourage a local trepang industry. In 1907 the last prau from Makassar visited Arnhem Land.

dear year 4,

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