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Tier 3 language in information texts


Tier 3 language is used in information texts as it is precise language and shows you have ‘authority’.

Identify tier 2 and 3 language in one of these readings (you might use your dictionary Chrome extension to check the meaning)


What are some words that you might find useful in our topic work – list them.

Skim and Scan


Here’s the lesson-Skim and Scan-

…and here’s the website to skim and scan for this application:

ipad vs newspaper


  • what is this article about?
  • what is the overall conclusion?
  • Would you trust it? Why/why not?


  • What percentage of people recall an article they’ve read in the newspaper? What percent on an ipad?
  • How long does it take to read an article on ipad and from a newspaper on average?

Adaptations Research Project



Science Knowledge

Biological – Science Understanding

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

Science Inquiry Skills

Questioning and predicting

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

Planning and conducting

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

Recording and processing

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

Analysing and evaluating

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


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


Personal & Social Capabilities

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




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

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

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

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

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

Your presentation should:

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

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

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

Museum expert presentations


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

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

(example only- yours may look different)

Show what you know about writing information reports- features and style. You will have access to and be marked according to this Rubric for species research project


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

Note taking: 

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

Drafting & Publishing:

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


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

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


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


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

GDP data turned into a graph


 I made this graph



from this data


The graph I chose was a column graph because it broke the countries into categories and compared their earnings clearly.

You can tell from this graph that the US is quite rich. I would be interested to see what the poorest countries earn

Data for graphs


Use one of the following data sources to create a graph on Excel. What sort of graph best suits the data?

post it on your blog with the original data copied from here. High level work will also include an analysis of the graph- what does it show? What can we tell when we look at it?


% of worlds wealth held in 2005
Richest 10% 58.2
2nd Richest 10% 16.8
3rd Richest 10% 10.5
4th Richest 10% 6.5
5th Richest 10% 4.4
6th Richest 10% 2.5
7th Richest 10% 0.9
8th Richest 10% 0.2
9th Richest 10% 0.1
Poorest 10% 0


GDP (Gross Domestic Product) per capita means how much a country earns for each person in the country, or the average amount each person earns in that country per year

This week’s homework



Your free choice this week.


Length and perimeter

Reading Log:

Don’t forget to fill this out each night.

100 word challenge:

Please try to set yourself a goal, and write it at the start.

The site is still down for their holidays, so choose one of these for this week.

Should lead to some interesting pieces- enjoy!

(copy the picture you chose onto your blog entry)





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History Lesson 5-20th Century Migration-comparing perspectives




Goal: I can analyse the different perspectives of migrants to Australia

in the 20th century.


APK: discuss video you watched for homework



Refer back to the thinking skills document that is located in their books

and go through the steps of a perspective analysis.

1.  I describe a situation – what was it like for different migrant groups

to move to Australia in the 20th century?


2.  I tell how one person sees it – Vietnamese:

treks and trails





Tony’s Story

take notes to answer the following questions:

Why did they come?

How were they welcomed?

What was there experience like?

How did they change, influence or contribute to Australia?

How were their ideas, beliefs and values integrated (kept in Australia)

or impacted on (changed when they arrived)?


3.  I tell how a different person sees it.

Use these links:


London 1939

Estonia 1949

Holland 1952

Croatia 1957

Japan 1953

Italy 1956

Afghanistan 2009


a range of interviews and primary sources


take notes on another or more than one other migrant perspective,

and answer the same questions.


4.  I give my opinion about the similarities and differences.

Write a paragraph saying how the experiences for each group

were similar and different.


Goal reflection: Step 5:

Use what you have learned to write a paragraph about how Australians

could make the migration experience more positive for future migrants?


Add to your timeline

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This week’s homework


This week is the last week of term, so we only have 2 tasks.

  1. Create a letter for your buddy. It should introduce you and let your buddy get to know a little bit about you. You should also ask them some questions. remember to think about your audience-what words will they understand? What things will interest them? How can you publish/illustrate/decorate it so that it helps them understand and appeals to them?This letter will form the basis for your first meeting with your buddy. It is due on the first day of term 2.
  2. 100 word challenge– this weeks prompt is: Hard   Beautiful   Brown   Worried   Camera. Include these 5 words in your piece. Perhaps try to include some of the techniques we have been learning about in writing lessons.
  3. Your history reflection. Create a ‘3 recalls/2 questions/1 insight’ reflection for this video about Anh Doh’s experience as a refugee form Vietnam. This NEEDS to be completed by WEDNESDAY for our history lesson:  
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Australian History Lesson 2 -Investigating Convict Life


Learning Goal:

I understand how convict settlement shaped the development of Australia.


Find a partner and discuss the video you watched for homework. What did you find interesting?

New Information

What are primary and secondary sources?

Primary Sources are  written or created at the time, most reliable but hardest to interpret/understand.

Secondary Sources are written about the time at a later point, easier to understand but also may not be as reliable.

Look at the thinking skills document you got from your teacher in the last lesson. Find the column that is titled investigation. You will go through the steps of an investigation with your teacher.

Convicts were the key population in the first wave of European migration to Australia.

List some questions you might want to answer about this.


Step 1: Select one or more sources that you think you will understand and might answet your questions

Step 2: Click on the links below to start your task. Try to use both a primary or secondary source and identify the title and author.


As you do your research make sure you take notes (FKEYS?).


Step 3: Once you have finished taking notes you will need to create a summary. Did you get answers to your questions? Did you find out anything you hadn’t expected (what was it?) Did it create more questions for you?

Step 4: Select another source to extend your knowledge. Remember to take notes and write a summary.

Goal Reflection

Explain the ways in which your different sources connect.

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History Lesson 4- Causes of Federation


Goal: I can use primary sources to help me argue about the reasons Australia became a Federation.

APK:  discuss video you watched for homework:

what did you find interesting? what did you learn? what was surprising?

(5 min)


Federation definition: Joining together of a group of independent parts

In 1901 the government of Australia independent of the government of Great Britain was formed.

Before this, the states of Australia (New South Wales, Victoria, Queensland, South Australia, Tasmania and Western Australia) had separate governments and were colonies of Great Britain).

Why did we “Federate”?- brainstorm first ideas

(15 min)

As a class, take notes on this BTN:!/media/1957410/federation

(25 min)

Refer back to the thinking skills document  and go through the steps of an argument.

Why is step five is irrelevant in a historical argument?

(30 min)

Your task is to decide which is, in your opinion, the most important reason why people voted to join the States into a Federation.

Read together to decide on an argument you will research

Summary of reasons for Federation- take notes

(45 min)

Below are a series of ‘Primary Sources’ that show 5 reasons people gave for wanting Australia to become a Federation.  Work with mentor partners, read over them, ask your teacher questions, and decide which were the most effective arguments for people at the time.

Take notes- at the end of the lesson you will use these notes to:

  • create an argument for which was the most important/influential reason that people voted to become a Federation.
  • OR Write a brief speech pretending you are in 1900 to convince people to vote for Federation.

(30-40 min spent on note taking)

1.Military Defence

SERVICE (able seaman) — “Well mates, you wouldn’t federate when I wanted you to; but if yonder craft comes this way, Federation or no Federation, you’ll have to work together.” (‘SERVICE’ is a reference to Victorian Premier James Service [8 March 1883 – 18 February 1886])

Australian Tit-Bits, Vol 1, No 42, 26 March 1885, National Library of Australia.


2. Fear of people from other cultures (racism)

Victoria. — ‘Girls, there’s but one way to rid ourselves of this unsightly thing, and that’s by all taking hold together. A strong unanimous heave with this lever and the job is done.’

Chorus. — ‘Yes and if John should be the means of bringing us together, we’d have something to thank the Chinese question for after all.’

(‘John’ is an abbreviated version of ‘John Chinaman’ – a racist term commonly used by white colonists at the time.)

 Students, please note: today, a cartoon such as ‘the Chinese pest’ would be considered racist.


Cartoon of Victoria urging the Federation to get rid of the ‘Chinese pest’, Melbourne Punch, 10 May 1888, National Library of Australia.


Students, please note: today, a cartoon such as ‘The Mongolian octopus— would be considered racist.

The Bulletin, 14 July 1888, National Library of Australia.

‘The good qualities’

In this speech, Alfred Deakin explains why Australians were afraid of immigration from cultures that were unfamiliar. By Federating Australians hoped that immigration laws could be stronger to keep only British immigration to Australia.

“It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors.”

Commonwealth Parliamentary Debates, 12 September 1901.

3. Trade

This cartoon describes ways people would smuggle (illegally sneak) things to sell from state to state to avoid paying tax. By Federating states would no longer receive the money from these taxes, but trade between states would be much smoother and people wouldn’t break laws in order to save or make money. Also companies would be able to make more money, and this would create jobs and boost the economy.

  1. A waistcoat with up to 170 hidden inside pockets for smuggling watches.
  2.  A dummy umbrella used for sneaking jewellery, such as rings, across the border.
  3. A false-bottomed box.
  4. Cigars and drugs could be smuggled across the border in a belt worn around the chest. 
  5. Smuggled goods could be held in place with braces that were used to hold up men’s pants.
  6. When in fashion, women could use their fur muffs (hand warmers) to smuggle goods across the border.
  7.  Hats could be used for smuggling small items.

The Australasian, 7 June 1890, National Library of Australia.


4. Power to make Laws for all

By Federating people believed it would make it easier to create and enforce important laws. Taxes could be the same throughout the nation (as well as things like the railway track size!)

As well as laws about migration, other laws such as the women’s right to vote laws were seen as more likely in a Federated Australia.

Australian Tit-Bits, Vol 1, No 42, 26 March 1885, National Library of Australia.

To the Honourable the Speaker and Members of the Legislative Assembly of the Colony of Victoria, in Parliament assembled.

The Humble Petition of the undersigned

Women of Victoria respectfully sheweth:

That your Petitioners believe:

That Government of the People by the People, and for the People, should mean all the People, and not one-half.

That Taxation and Representation should go together without regard to the sex of the Taxed.

That all Adult Persons should have a voice in Making the Laws which they are required to obey.

That, in short, Women should Vote on Equal Terms with Men.

Your Petitioners, therefore, humbly pray your Honourable House to pass a Measure for conferring the Parliamentary Franchise upon Women, regarding this as a right which they most humbly desire

Women’s Suffrage League petition, 1891, PROV, VPRS 3253/P0, Unit 851. Reproduced with permission of the Keeper of the Public Records, Public Record
Office, Victoria, Australia, © State of Victoria.

1891 Women’s Suffrage Petition


But other people didn’t want women to vote- they created this petition with these reasons below:


…It will be the cause of dissension (breaking apart) in families… it will force women from the peacefulness and quiet of their homes into the arena of politics and impose a burden upon them… The women of Victoria have never yet expressed their opinion upon the subject of women’s suffrage (being able to vote)… and we believe if they had the opportunity of so doing they would be against its adoption.

Anti-Suffrage Petition, 1900, Public Records Office of Victoria, PROV, VPRS 02599/P0, Unit 193, cited from Office of Women’s Policy, Victorian Government.

Rose Scott Papers, MLMSS 38, Mitchell Library, State Library of New South Wales.


5. Patriotism-National Identity

Both of these ads appeal to Australian’s sense of patriotism- a feeling of pride in the identity of being Australian. Something that was newly emerging as Australia had been started doing more things together, including fighting together in the Boer War in South Africa.

Australia’s cricket team had just won against England for the first time

A feeling of coming together as a young nation:


by Edward Dyson

Men of all the lands Australian from the Gulf to Derwent River,
From the Heads of Sydney Harbour to the waters of the West,
There’s a spirit loudly calling where the saplings dip and quiver,
Where the city crowds are thronging, and the range uplifts its crest!
Do ye feel the holy fervour of a new-born exultation?
For the task the Lord has set us is a trust of noblest pride—
We are named to march unblooded to the winning of a nation,
And to crown her with a glory that may evermore abide.

Miners in the dripping workings, farmers, pioneers who settle
On the bush lands, city workers of the benches and the marts
Swarthy mechanics at the forges, beating out the glowing metal,
Thinkers, planners, if ye feel the love of country stir your hearts,
Help to write the bravest chapter of a fair young nation’s story—
Great she’ll be as Europe’s greatest, more magnificent in truth!—
That our children’s children standing in the rose light of her glory
May all honour us who loved her, and who crowned her in her youth!

The Argus, 1 June 1898.

These 2 posters summarised the reasons people voted for federation:

Federation referendum leaflet, 20 June 1899, National Library of Australia.

Advance Australia, May 1898, State Library of South Australia.

1 hr 20 min

Use your information to write an argument for which was the most important/influential reason that people voted to become a Federation


write a brief speech pretending you are in 1900 to convince people to vote for Federation.

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Word of the day

Word of the Day


Definition: A rude expression intended to offend or hurt.
Synonyms: insult,

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