Welcome Relief: Level 6 - Ages 10-11 by Teacher Superstore

6 l e Lev

By Sandy Sturmer and Sue Boyland RIC-0426 3.4/461

Published by R.I.C. Publications

Foreword Welcome Relief is a set of resource books designed for use in the primary school classrooms of Australia. As the title suggests, the main purpose of these books is to provide relief in situations where the normal teaching program is suspended, as may be the case in the situation of teacher absence or teacher development. Each book in the series of seven presents a one-week program of work covering all major components of the curriculum. The week is divided into five daily components so that the package's use can be flexible. Detailed notes are provided for each lesson and where applicable a fully reproducible worksheet is provided. Two worksheets are provided for additional activities and are indicated with an asterisk. An overview is provided at the beginning of each book so that the management of the package can be streamlined. As the activities are taken with a particular class they can be recorded so that repetition within any particular class is avoided. The series is an ideal aid for: 1. the relief teacher, who can have a complete week's work at his or her fingertips for any of the primary school Year levels, with comprehensive teachers notes, directions and worksheets; 2. the classroom teacher, who can have this comprehensive program available constantly, so that in times of absence from the classroom he or she can be assured of the work program of the class; and 3. the principal, who can organise relief staff to the stage of providing the specific teaching program for any Year level.

Contents Program Overview Teachers Notes Day 1 Day 2 Day 3 Day 4 Day 5 Worksheet 1 - Environmental Pollution

Worksheet 2 - Save Our Trees Worksheet 3 - Garbage Maths Worksheet 4 - The Bicycle and the Car

Worksheet 5 - Enlarging Worksheet 6 - Transport Memory

Page 1-3 4-5 6-7 8-9 10-11 12-13 14 15 16 17 18 19

Worksheet 7 - Submarine Portholes Worksheet 8 - Bread Worksheet 9 - Shopping List Worksheet 10 - Shopping List Total Worksheet 11 - Countries of the World Worksheet 12 - Perimeter and Area Worksheet 13 - Geometric Shapes Worksheet 14 - My House Worksheet 15 - The Planet Worksheet 16 - The Solar System Worksheet 17 - Holiday Brochure Worksheet 18* - Colouring 1 Worksheet 19* - Colouring 2

Page 20 21 22 23 24 25 26 27 28 29 30 31 32

www.ricgroup.com.au

Program Overview Day 1 Subject

Time

Introduction

10 min.

Spelling

20 min.

Reading

45 min.

Grammar

20 min.

Maths

50 min.

Oral Eng.

20 min.

Health

50 min.

Creative Writ.

30 min.

Art/Craft

50 min.

Worksheet

Date

Comments

2 and 3

10. min. ©R I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Day 2 Language

Subject

Time

Introduction

10 min.

Spelling

20 min.

Reading

45 min.

Word Study

20 min.

Maths

50 min.

Language

15 min.

Creative Writ.

55 min.

Oral Eng.

25 min.

Art/Craft

55 min.

Language

10 min.

R.I.C. Publications

Worksheet

Date

Comments

Welcome Relief - Level 6

www.ricgroup.com.au

Program Overview Day 3 Subject

Time

Introduction

10 min.

Spelling

20 min.

Reading

45 min.

Grammar

20 min.

Maths

50 min.

Handwriting

20 min.

Health

40 min.

Social Stud.

40 min.

Art/Craft

50 min.

Worksheet

Date

Comments

9 and 10

10 . min. ©R I . C.Publ i cat i ons orr evi ew pur posesonl y• Day 4 •f Language

Subject

Time

Introduction

10 min.

Spelling

20 min.

Reading

45 min.

Word Study

20 min.

Maths

50 min.

Language

15 min.

Social Stud.

50 min.

Creative Writ.

35 min.

Art/Craft

50 min.

Language

10 min.

R.I.C. Publications

Worksheet

Date

Comments

12 and 13

Welcome Relief - Level 6

www.ricgroup.com.au

Program Overview Day 5 Subject

Time

Introduction

10 min.

Spelling

20 min.

Reading

45 min.

Grammar

20 min.

Maths

40 min.

Word Study

15 min.

Social Stud.

60 min.

Creative Writ.

40 min.

Art/Craft

40 min.

Worksheet

Date

Comments

©R I . C.Publ i cat i ons 10. min. •f orr evi ew pur posesonl y•

Language

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 1 Introduction: Discuss ways in which we can look after our environment positively: (a) on a global scale; (b) around our country; and (c) in the local community. Children then write one personal aim for the future care of the environment.

Spelling: Write the following words on the blackboard:

pollute waste

preserve recycle

apathy vegetation

litter packaging

dispose hazard

For each word, children must locate and write the dictionary meaning, make a new word by adding a prefix or suffix and find an antonym for each word printed in bold. Extra: Find as many new words as possible from the letters in 'incineration'.

Reading:

Write the following passage on the blackboard. Children should rewrite the passage and include the correct punctuation. There are 20 errors of punctuation to correct.

people use trees for a variety of reasons if we chop all the trees down many animals will be without homes careful decisions must be made about which trees and how many should be taken animals live under the layers of leaves shed by the trees trees are also the homes of many animals such as birds squirrels and monkeys insects spiders worms and beetles use trees for their homes and are used for food by other forest animals its important to preserve our forest areas

Maths: Children complete the activity as outlined on the worksheets. Scales are needed. Worksheet No. 2 and No. 3.

Oral English: Pairs of children spend fifteen minutes preparing either a positive or negative response to one of the following topics, then present their debate to the class. 1. 2. 3.

Logging - is it beneficial to the environment? Damming rivers - is its value worth damage to the environment? Industrial waste - is it being disposed of properly?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 1 Health: Recyclable Waste Products. Take children on a 15-minute walk through the school environment to collect waste and litter items. Categorise the list of products collected under the headings of glass, packaging, clothing, paper, plastic, food scraps and other. Develop a table showing the distribution of litter and then categorise all the items in the table as to whether they are recyclable or not. This could be done by highlighting or using an asterisk. Children develop a list of recyclable litter products and list the recycling process used. Children also develop a list of non-recyclable products and suggest an environmentally-friendly alternative.

Creative Writing: Children write down six ways they could use an empty tin. Write a paragraph explaining each use and select one for illustration.

Art/Craft: Choice of three activities, depending on the availability of materials. 1. Collage Pots: children use coloured paper, magazines etc. cut into pieces to cover a container such as a tin, jar etc.

2. Environmental Mobile: use a piece of dry stick as a main hanger and then hang leaves, feathers, sticks, seed pods and other environmental items that can be collected. Items should be dead and not taken from living plants. 3. Environmental Weaving: find a forked stick and use wool to wind around the forked edges. Children then weave leaves, seed pods and other natural items through the wool.

Language: Scrambled Words. Write the following scrambled 'environment' words on the blackboard and have children unscramble them.

ONOLTUPIL RETSSOF HSUBRIB REIVNNMOTEN GEARBAG

R.I.C. Publications

(pollution) (forests) (rubbish) (environment) (garbage)

LERECCY APSIDSOL STOCOPM GATREBILT RICNINTEAE

(recycle) (disposal) (compost) (litterbag) (incinerate)

Welcome Relief - Level 6

www.ricgroup.com.au

Day 2 Introduction: Children write down three different types of transport in the following categories. 1. pre-1900 2. 1901 - 1950 3. 1951 - 2000 Discuss which is the fastest and the slowest. Will transport continue to get faster?

Spelling: Write the following words on the blackboard:

helicopter distance

carriage vehicle

traffic cyclist

journey garage

safety mechanic

For each word children should locate and write the dictionary meaning, make a new word for each word by using a prefix or suffix and place the words printed in bold into a sentence. Extra: Find as many new words from the letters contained in 'transportation'.

Reading: Children answer the questions on Worksheet No. 4. Worksheet No. 4

Write the following 'sea' words on the board. Children must copy the words and write a synonym for each.

shallow abundant

serene submerged

beauty sandy

tropical tranquil treacherous

Extra: Find an antonym for each of the words printed in bold.

Maths: Children enlarge the drawing of the car onto the 2-cm grid paper. Colour when complete. Problem: Write the following on the blackboard for early finishers: John Foster was the first person to ride a bicycle around the world. He did it in 774 days. (a) If he began his journey on 1 January 1891, in what month did he finish? (b) How many years did he take? (c) How many months? (d) How many weeks? (e) How many hours? Worksheet No. 5.

Language: Children have one minute to study the worksheet. At the end of the minute the worksheet is turned over and the children must write down as many of the twenty objects as they can remember. Children select five of the objects and make up a one-minute talk. Worksheet No. 6. R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 2 Creative Writing: Read the following passage to the class:

You are an insect. You travel far and wide in one day, using five different forms of transport. It may be on a dog's back, a bird's wing or under a bicycle seat. Tell about your adventures for that day. Describe in detail your experiences travelling on each type of transport - speed, comfort etc. Use a paragraph to describe each type of transport and a paragraph to describe your ultimate destination - was it planned? Children write their own story and illustrate.

Oral English: Children divide into groups of six. Choose a character from: 1. captain 2. lady 3. child 4. doctor 5. cook 6. mechanic Read the following to the groups:

You are all in a hot air balloon. It is too heavy and you will crash into the mountains unless one person jumps out to save the others. Each person in the group gets an opportunity to justify his or her position in the balloon. The captain makes the decision as to who goes - he/she may select themselves. Each group, in turn, tells the others of their decision and the reasoning behind their selection.

Art/Craft: Submarine Portholes Materials • coloured paper (tissue paper if possible) • scissors and glue • 1 piece of plain paper per child Children cut out the middle of their porthole from the worksheet. On the plain piece of paper, glue pieces of tissue paper to represent coral, seaweed, fish etc. and then glue the porthole over the top. Cut out the porthole and display in a line around the classroom. Worksheet No. 7.

Language: Write the following words on the blackboard for children to unscramble.

VENOMTEM (movement) MATDEN (tandem) TAFYSE (safety)

R.I.C. Publications

RLIAVTENLG TOBROMIEK CEALRECTEA

(travelling) (motorbike) (accelerate)

Welcome Relief - Level 6

UCYINELC EPSED GIEBN

(unicycle) (speed) (begin)

www.ricgroup.com.au

Day 3 Introduction: Discuss different foods and have children write down: (a) three foods they like; (b) three foods they dislike; (c) three foods they have never eaten;

(d) three snack foods; and (e) three foods from other countries.

Spelling: Write the following words on the blackboard.

mixture swallow

ingredient delicious

nutrition appetite

digest gobble

stomach palate

For each of the above words children must: (a) locate and write dictionary meanings; (b) write in syllables; and (c) place each of the bold words into a sentence. Children write as many words as they can from the letters contained in 'restaurant'.

Reading:

Children answer the questions on Worksheet No. 8. Worksheet No. 8

Grammar: Write these collective nouns on the blackboard. Children must complete the phrase in full. Answers are in brackets, although some answers may vary.

a hamper of … a case of … a batch of … a punnet of … a pot of …

(food) (fruit) (scones) (strawberries) (jam, honey, gold)

a carton of … a stack of … a loaf of … a hand of … a bunch of …

(eggs) (pancakes) (bread) (bananas) (grapes)

Maths: Children use the worksheets to calculate the shopping bill questions. Worksheets No. 9 and No. 10.

Handwriting: Children write out the recipe for their favourite dessert. The recipe must include: (a) title; (b) ingredients; (c) method; and (d) description of taste. R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 3 Health: Discuss the five food groups. 1. 2. 3. 4. 5.

Fruit and vegetables Dairy products Meat, fish, chicken and eggs Fats and oils Breads and cereals

Write each of the food groups on the blackboard and have children make a list of foods that fit into each category. Children make a plan of three meals and two snacks for one day of nutritious eating. Discuss the nutritional value and the balance of the food groups in the plans.

Social Studies: On the world map colour each of the countries named. Children list the main foods associated with that country. For example: Malaysia: rice, steamed vegetables, little meat India: curries, spices, rice Italy: pasta, sauces, wines, garlic Mexico: tacos, enchiladas, corn chips England: roast dinners, pudding, chips Australia: meat pies, salads, barbecues, lamingtons Worksheet No. 11.

Art/Craft: Materials • one piece of paper large enough to use as a placemat • crayons or felt pens Children are to design a placemat for themselves. On the placemat, they are to draw a nutritious meal with foods representing each major food group. Draw the picture in pencil first and then colour. Finished products can be laminated and used as placemats.

Language: Place the following scrambled words on the blackboard. Children write the correct word.

gehbmaurr

(hamburger)

kneihcc lorl

cheuiq

(quiche)

stoar nidren (roast dinner)

ecaseheekc

(cheesecake)

tealoccoh

(chocolate)

staigehtp

(spaghetti)

meacirce

(ice-cream)

voalvap

(pavlova)

fetofe pealp (toffee apple)

R.I.C. Publications

(chicken roll)

Welcome Relief - Level 6

www.ricgroup.com.au

Day 4 Introduction: Children think of as many different shapes as possible. Which shapes are round, rectangular, oval, multisided? Which is the most common shape in the classroom? Why?

Spelling: Write the following words on the blackboard:

symmetry geometry

design cylinder

angle figure

tessellate shadow

regular image

For each of these words, children should: (a) locate and write the dictionary meaning; (b) make a new word using a prefix or suffix; and (c) place each of the bold words into a sentence. Make as many new words as possible from 'dodecahedron'.

Reading:

Discuss shapes in the environment; shapes in nature, road signs, advertising logos, house shapes, signs etc. Children answer each of the following questions from the blackboard and draw a picture to match each answer. 1. Why is a wheel round? 6. Why is an egg oval? 2. Why is a brick rectangular? 7. Why do clouds change shape? 3. Why aren't sunglasses triangular? 8. Why does a roof slope? 4. Why is a can cylindrical? 9. Why is a ball spherical? 5. Why isn't a door round? 10. Why is a pen cylindrical?

Word Study: Write these 'shape sayings' on the blackboard and have children explain their meaning and draw an illustration for each. 1. Stars in your eyes. 3. Walk in the shadow of.... 5. A square peg in a round hole. 2. The long and the short of it. 4. On the straight and narrow. 6. A vicious circle.

Maths: Materials • string or wool • ruler • graph paper Children first estimate the perimeters and enter their answers on the table. Measure the perimeters using the wool and ruler for an exact measure. Children find the area of each shape by cutting out the shape and tracing it onto the graph paper. Squares are counted and the area is entered onto the table. Worksheet No. 12. Complete the geometric patterns by joining each point on the shape with all other points. Worksheet No. 13.

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 4 Language: Discuss the meaning of 'tri', 'octo' and 'poly'. Children use their dictionaries to locate as many words based on these as they can. Write a 'tri', 'octo', or 'poly' story.

Social Studies: Children complete a drawing and floor plan of their own house. Explain carefully how a floor plan is drawn and where the view is from. Discuss the different designs of houses throughout the world. What are the reasons for the differences? Worksheet No. 14.

Creative Writing: The teacher briefly outlines information about the pyramids in Egypt to the children. Children write a story about how they think the pyramids were made and what life was like when the pyramids were being made. Write the story in a pyramid shape.

Art/Craft:

Making Monsters.

Materials • a piece of blank paper • crayons or pencils • scissors

Children fold their paper lengthways into three even folds. They draw their monster, separating it into three different parts - head, torso and legs. Cut the finished products along the fold lines and swap different parts with their partners to create new monsters. Glue onto another piece of paper and give the new creature a name.

Language: Write these scrambled words on the board. Children try to unscramble.

misrp

(prism)

miadrpy

(pyramid)

noogply

(polygon)

derlycni

(cylinder)

preesh

(sphere)

legnatri

(triangle)

buec

(cube)

gehoaxn

(hexagon)

zapiertmu (trapezium) noagnept (pentagon) R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 5 Introduction: Children think of another planet they might like to visit and write down five reasons for their choice.

Spelling: Write down the following words on the blackboard.

Saturn Mercury explore

rocket gravity Uranus

explode crater Neptune

Jupiter surface solar

For each word the children should: (a) write the word three times; (b) place each word into a sentence; and (c) write the words into alphabetical order. Find as many new words as possible from the letters in the word 'universe'.

Reading:

Children read the passage on the worksheet and answer the questions. Worksheet No. 15.

Grammar:

Write the following sentences on the blackboard. The children copy the piece and use correct punctuation.

earth is a planet which revolves around a star we call our sun we use telescopes to see what happens in space spacecraft go to other planets and gather information and send it back to earth our solar system is in the milky way galaxy which is part of the universe mars and venus are earths closest neighbours

Maths: Children use the information given on the worksheet to find the distances between the planets. Worksheet No. 16.

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Day 5 Word Study: Write the following words on the blackboard and have children find an antonym for each.

order (chaos) public (private) simple (complex)

temporary (permanent) generous (mean) vertical (horizontal)

natural (artificial) similar (different)

accept (reject) destroy (create)

Social Studies: Using the worksheet children write a travel brochure for the planet of their choice. Use the headings given on the sheets to complete the brochure. Research will be necessary to find information for the brochure. Worksheets No. 17.

Creative Writing: Children imagine what sort of animals live on the planet Mars. They make up an imaginary animal and write a story about its life on Mars. The following ideas could be placed on the blackboard for guidance. 1. Give your animal a name. 2. Where does it live? 3. What does it eat? How does it get its food? 4. What enemies, friends or family does it have? 5. Give a description of the animal. 6. What does it do on a typical day?

Below are words that could be blackboarded for the children to use.

scarce enormous

burrow enemy

drought discover

explore dangerous

adventure explosive

Art/Craft: Children use their own description of their Mars monster to draw a picture. Another alternative is to make a collage using various scraps of materials or magazine cuttings. Paint the background red or orange to represent Mars.

Language: Write the following words on the board and have the children unscramble them.

RASOL SOVDIECR LOXPEER ENUEPTN GEXYNO

R.I.C. Publications

(solar) (discover) (explore) (Neptune) (oxygen)

LEAVRT RATHE RUNSTA MONRIVTEENN RAMS

Welcome Relief - Level 6

(travel) (Earth) (Saturn) (environment) (Mars)

www.ricgroup.com.au

Worksheet 1

Environmental Pollution

Environmental pollution is a term used to 1. What is environmental pollution? describe all the different ways people pollute their surroundings. People pollute the water with chemicals, they dirty the air with various gases, they damage soils with pesticides and fertilisers and they also pollute their surroundings with litter. Environmental pollution is one of the major problems facing the human race. The pollution that humans have created has had a catastrophic impact on all other living things that inhabit our Earth. Many species of plants and animals have disappeared and many more continue to disappear very year. Everybody would like to reduce or even stop all forms of pollution, but the pollution problem is very complex. Many things that cause pollution actually benefit people. The motor car is one of the major causes of air pollution, but would people do without motor cars? Many industries create pollution, but they also employ many people. Using fertiliser and pesticides is important as they help grow the crops that we need, but they also cause pollution.

2. What has environmental pollution done to some animals and plants?

3. What are some of the causes of air pollution?

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

If we wish to reduce pollution greatly and immediately, then everybody needs to stop using many things that benefit them. Most people are not prepared to do this. This does not mean that pollution can not be reduced but people, governments and countries need to work together.

4. Why would it be difficult to stop or reduce large amounts of pollution quickly?

5. What can you do to reduce pollution?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Save Our Trees

Worksheet 2

To make one tonne of paper it needs seventeen trees to be cut down! Use scales to measure the mass of a book or pad in which you write. My book/pad has a mass of

grams.

If every person in your class uses ten books or pads in a year, what is the total mass of paper used? 1 book

grams

number of children in class

books per year

Total mass of paper used by the class in one year =

How much paper is used by all the classes in your school?

How many trees have been cut down to provide your class/school with the paper on which to write? Remember: 17 trees = 1 tonne of paper. Our school has used

trees worth of paper.

If we recycle 50 per cent of this paper, how many trees can be saved? In what other ways can people save paper?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 3

Garbage Maths

If we want to keep our environment clean, we need to provide bins for our litter. For people walking around our community, we need four bins for every 1 000 people, plus four extra bins. How many bins are needed: 1. at a school open night with 1 500 people attending? 2. at a rock concert with 12 000 people? 3. at a football match with 27 000 people? 4. at a conference with 500 people? 5. at the local beach in summer? (estimate) 6. at the local beach in winter? (estimate) If a government spends $48 million per year to clean up garbage:

1. how much is spent per person?

2. how many kilograms are collected every year if it costs 25c per kilogram to collect? 3. how many tonnes are collected? 4. how much will the cost be if recycling rubbish reduces expenses by 25%?

Design a litter bin below that promotes the recycling of rubbish. Label all the parts and explain their purpose.

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 4

The Bicycle and the Car

Bicycle History In France in the 1800s a machine called the 'Drasienne' was designed by Karl De Drais. It was made of wood and was rather like two hoops with a wooden bar across the middle to join the wheels. The rider would balance on the bar and push his feet along the ground to move - great for downhill runs! In 1839, a Scot named Kirkpatrick Macmillan invented the self-propelled bicycle. This meant that the rider could balance on it and move along by pushing two cranks attached to the front wheel. In 1870, James Starley invented a bicycle with a large front wheel and a small back wheel. This was named the 'Penny Farthing', after the size of the coins in use at that time in England. The seat was high up on the large wheel.

began to disappear from the roads and were replaced by more fuel efficient small cars. Scientists are looking at the concept of solar powered cars. This would mean less pollution and no fuel use. Could this be the future of travel? 1. What nationality was the inventor of the bicycle?

2. What was his name and what was his invention called?

3. Describe the 'Draisienne'.

Car History

The ride in a motor vehicle of ninety years ago was certainly not comfortable. The tyres were solid and the roads were dirt tracks that varied greatly with the weather. Even in 1905, the Rolls Royce car had a canopy to protect the passengers from the weather but no windscreen, so the driver got wet!

4. Who was the inventor of the Penny Farthing?

6. How did it get that name?

Most people bought the Model T Ford, but other cars such as the Italian Fiat, the German Mercedes Benz and the American Chevrolet were also available.

7. In what ways have cars been made safer over the years?

As more cars began to use the roads, safety became a major concern. Trafficators, windscreen wipers, stop lights and safety glass for windscreens became compulsory. Traffic lights were installed at intersections to control traffic. Car designs were changing every day. As the community became more aware of the need to conserve fuel, the larger, more powerful cars

8. What are the reasons for people needing to drive smaller cars?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 5

Enlarging

Use the grids to help you enlarge the drawing of the car.

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 6

Transport Memory

Look at these transport drawings carefully for one minute. Then turn the sheet over and write down as many of these methods of transport as you can remember.

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 7

Submarine Portholes

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 8 The most common ingredients in bread-making are flour, water and salt. This produces a flat bread such as tortillas, matzos and pancakes. However, with the addition of yeast, the bread will rise. Most breads cooked in ovens have yeast added to them. Bread is very nutritious as it is high in levels of carbohydrates and provides us with plenty of energy. Other foods that are high in carbohydrates are potatoes, rice and pasta. Today, there is a wide range of breads available because of the mixture of nationalities in our country. We can buy Lebanese bread, pitta bread, French sticks, English muffins, croissants and many other varieties.

Bread 1. Name the main ingredients for making 'flat' breads and oven-baked breads. Give an example of each.

2. Explain why bread is such a nutritious food.

3. Name three other types of carbohydrate-rich food.

© R. I . C.Publ i cat i ons 4. Why is there a variety of breads available today? Loaves • and f rolls many different oofr r e vi ew p ur posesonl y• shapes are made by bakers. Some loaves are made from white flour and some from wholemeal flour, where the grain is not as refined as in the white flour. Wholemeal flour provides more fibre in our diet and is therefore better for our health. Other foods can be added to our bread to make it tastier, such as cheese, bacon, raisins and currants, bananas, nuts and spices. The wheat grain is grown on a long stalk and is harvested by cutting the 'ears' of grain from the stalk. The stalks are left to dry and become food for cattle and horses. The harvested wheat grain is separated from the husk (the outer covering) and then the grains are crushed into the fine powder we know as flour.

R.I.C. Publications

5. What is the difference between white and wholemeal flour?

6. Name three foods that can be added to bread before cooking to make it tastier.

7. What are the 'ears' and 'husks' of wheat?

Welcome Relief - Level 6

www.ricgroup.com.au

Shopping List

Worksheet 9

SUPER SAVERS THE CHEAPEST STORE IN TOWN CHEAP GROCERIES Flour 1 kg Margarine 500 g Tea Bags 50s Sugar 1 kg Fish Fillet 1 Spaghetti 375 g Cordial 2 litres Raisins 500 g Bread Crumpets Cereal 500 g Cola 1 litre Milk 2 litre Chocolate Biscuits Cheese 500 g Cheese Slices 24 Peaches 500 g Tomato Sauce

$2.10 $1.75 $1.10 $1.55 $1.90 $1.85 $3.40 $2.65 $1.50 $1.25 $2.30 $1.20 $1.75 $1.85 $3.75 $2.90 $3.75 $2.35

CHEAP MEATS Mince Lamb Chops Leg of Lamb Sausages Steak Frankfurters Pork Chops Chicken

$2.29/kg $4.99/kg $6.99/kg $2.39/kg $7.99/kg $3.99/kg $7.99/kg $5.99/kg

CHEAP VEGETABLES AND FRUITS Broccoli Apples Potatoes Lettuce Tomatoes Oranges Bananas Onions Celery Pumpkin R.I.C. Publications

Welcome Relief - Level 6

69c each $1.99/kg $2.50/kg 89c each $4.99/kg $2.00/kg $1.50/kg 99c/kg $1.59 each $1.39/kg www.ricgroup.com.au

Worksheet 10

Shopping List Total

Use Worksheet No. 9 to find the total cost of the following shopping lists.

500 g margarine

2 kg mince

1 pkt crumpets

1 pkt spaghetti

2 litres cola

2 pkts tea bags

2 fish fillets

3 kg flour

1 kg pork chops

1 kg lamb chops

/2 kg oranges

/2 kg potatoes

Total

3. 1 pkt raisins

2 broccoli

1 kg flour

1 kg steak

2 pkts cereal

2 kg chicken

/2 kg tomatoes

2 litres milk

2 kg bananas

2 loaves bread

500 g peaches

1 kg sugar

Total

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 11

Countries of the World

Locate and place the following countries of the world onto the map. In the spaces provided, write in foods that are associated with each country .

R.I.C. Publications

India

Mexico

England

Australia

Welcome Relief - Level 6

www.ricgroup.com.au

Perimeter and Area

Worksheet 12

Estimated Perimeter

Shape

Actual Perimeter

Estimated Area

Actual Area

1 2 3 4 5 6 7

5 3

7 6

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 13

Geometric Shapes

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 14

My House

Front View

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 15

The Planets

There are nine planets in the solar system, which is part of a galaxy called the Milky Way. There are millions of other solar systems in this galaxy and other galaxies, which combine to make up the universe. As well as planets in our solar system, we have moons, asteroids and comets. Each planet rotates while revolving around the sun. The path taken is called an orbit around the sun. It takes the Earth 24 hours to rotate once, and this makes a night and a day. There are four inner planets which are the closest to the Sun. Mercury, Venus, Earth and Mars are the inner planets and they have a hard and rocky surface. The outer planets are Jupiter, Saturn, Uranus, Neptune and Pluto. These are giant planets and have an icy surface. Pluto is the mystery planet. 1. Name the planets in order from Pluto to the Sun.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

2. Name four things which can be found in our solar system.

3. Use your dictionary to find the meanings of the words listed below. galaxy asteroids rotate comet 4. How long does it take the Earth to rotate once? 5. Why do you think it may be possible to land a spacecraft on Mars?

6. Why do you think the outer planets have an icy surface?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

The Solar System

Worksheet 16

Distances from: • Sun • Sun • Sun • Sun • Sun

Mercury Earth Jupiter Uranus Pluto

58 million km 150 million km 778 million km 2800 million km 6000 million km

• Sun • Sun • Sun • Sun

Venus 108 million km Mars 228 million km Saturn 1430 million km Neptune 4500 million km

© R. I . C.Publ i cat i ons Find the distances between these planets and the sun. •f orr evi ew pur posesonl y• 1. The Sun and Earth 2. Mercury and Mars 3. Venus and Saturn 4. Jupiter and Uranus 5. Earth and Neptune 6. The Sun and Mars 7. Neptune and Pluto 8. Venus and Pluto 9. Mercury and Saturn 10. Mars and Neptune Which planets have the greatest distance between them?

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 17

Holiday Brochure

Method of travel

Climate

Environmental features

Popular places to visit

Reasons to visit

R.I.C. Publications

Pictures and diagrams

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 18*

Colouring 1

R.I.C. Publications

Welcome Relief - Level 6

www.ricgroup.com.au

Worksheet 19*

Colouring 2

R.I.C. Publications

Welcome Relief - Level 6