Homework English: Week 4

Continuing with Truman show essay draft. This is due Thursday. Two sessions in class will be spent for the drafting process too.

Due: Thursday 4th February

Week 4: Area tasks compound shapes

https://sites.google.com/site/8jmaths/week-4

Due: Thursday 4th January

Medieval Europe: Christianity

Read this chapter from History alive and answer questions.

https://sites.google.com/site/history8j/medieval-england

Due date: Thursday 4th February

The King/Monarch

The King or the Monarch ruled the whole kingdom and owned all the land in the country. The king had total control over all the assets and he used to decide as how much quantity of land to provide on lease to the barons. The barons had to swear an oath before taking up the granted land on lease, so as to remain faithful to the king at all the times. In case any of the barons exhibited poor performance, the king had the power to withdraw the granted land and give it on lease to any other person belonging to the baron class. All the judicial power was in the hands of the king.

Barons/Nobles

The Barons or nobles leased lands from the kings, which was known as a manor. The Barons in the feudal system social hierarchy were the second wealthiest class. They were called as the Lord of the Manor. They established their own legal systems, designed their own currency and set their own tax regulation schemes.

In return of the land that they have taken on lease from the King, the Barons had to perform the following functions for them:

• They had to serve the royal council.
• They had to provide the King with Knights to tackle with any form of war.
• They had to provide food and lodging facilities to the king, when they traveled to different locations.
• They had to pay the applicable rents and taxes.

Knights/Vassals

The Knights were provided the leased land by the barons and in return, they provided military service to the king at the time of need. They also had to protect the Baron and his family. They used to keep a part of the land provided to them by the Barons and distribute the rest of the lands to the Villeins. They also used to set their own taxation and rent guidelines for the Villeins. Their main job role was to give protection to the king and therefore they were paid quite well.

Villeins/Peasants/Serfs

The Villeins were granted land by the Knights. They had to provide food and service to their superior classes on demand. They were not allowed to leave the Manor without prior permission. They had no rights and they were also not allowed to marry without the permission of their Lords. They used to be the poorest class in the feudal system social hierarchy.

A great example of a Simple Rube Goldberg machine

https://www.youtube.com/watch?v=EjOFeC-Dm7U

https://www.youtube.com/watch?v=VunNpfdw68g

          The medieval chronicles (An excellent resource)

http://www.medievalchronicles.com/

                    Titles, positions, trades and classes

Nobles:

European nobility originated in the feudal system that arose in Europe during the Middle Ages. Originally, knights or nobles were mounted warriors who swore allegiance to their sovereign and promised to fight for him in exchange for an allocation of land (usually together with serfs living thereon).

Medieval society was defined by structures and everything was predetermined even before birth. People in the Middle Ages remained in the class they were born and raised in. Out of the need to preserve Noble bloodlines and maintain the wealth and social standing of elite families, however, a set of strict succession and inheritance rules were imposed on and governed Medieval Nobility. Though Nobles stood at the top of the feudal class system, just below the king and his royal vassals, there was hierarchy even within their own class.


Peasants
A peasant is a member of a traditional class of farmers, either laborers or owners of small farms, especially in the Middle Ages under feudalism, or more generally, in any pre-industrial society. In Europe, peasants were divided into three classes according to their personal status: slave, serf, and freeman.

Medieval Slaves

Slaves were the most disadvantaged population. They were treated as properties of the nobility they served and were frequently bought or sold like common goods. They worked hard for their masters, who owned not only the land under their feet but also the fruits of their labour. Slaves and serfs could not marry as they please. Marriage would only be valid if the landlord gave his approval.

Medieval Serfs

Serfs were common people. Though not as badly treated as slaves, they likewise did not enjoy a sufficient amount of freedom. Moreover, they needed the permission of their lord to be able to travel from one place to another. If in more than a year they managed to escape without getting caught, serfs could eventually become freemen. Small business owners may fall under this category.

Medieval Freemen

As the name itself would imply, a freeman was also a kind of peasant. What set him apart from slaves and serfs was that he had no master and was free to live his life. Freemen were not beholden to a lord or worked in his manor. In effect, they were free to enter and exit lands whenever they wanted to.

https://sites.google.com/site/history8j/medieval-england

Tourism 26/1

https://sites.google.com/site/20152016geography/changing-nations

Lesson 1 Week 3- My home country pre WW1 ·    Home country between years 1902 – 1913 ·    Students research and record 10 significant facts about their country during this time.   include who was in government during each of these events ·    Organise these facts into a timeline with a picture where possible. You may share this in a different mode of presentation if you wish..                                                                                     Example:  Event one: 1905:   All Blacks tour England New Zealand have their first tour of England for rugby and become that legacy that is known as the All Blacks. The team were known as the "Originals" and the team defeated England, Scotland and Wales, all three of the matches close encounters. This established their reputation as a team for years to come in the rugby world. Government: The liberal part are re elected and formed the 16th New Zealand parliament. Prime Minister at the time was Richard Seddon from the west coast who is regarded as one of New Zealand's greatest political leaders.

Energy in action Energy Transfer

https://www.youtube.com/watch?v=z_-BPpmFet8

Rube Goldberg machine planning:

https://www.youtube.com/watch?v=3MIt0WAFpuE

Incline plane

wedge

pulley

wheel and axel

screw

level (Fulcrum)

More basic version: Kid explanation of transfers.

https://www.youtube.com/watch?v=LNG1oHjrJH4

Monday's lab session: Chemcal energy in food

http://www.nuffieldfoundation.org/print/2771

Online books to read: This is an option to support those students who are reluctant readers.

https://www.myon.com/

To log in:
1)  choose Australian International School Sharjah
2) Student ID name
3) password is : middle

Navigate the site, there are many book selections both fiction and non fiction.

          Mathematics Geometry- Kite marking task           Monday 25th January

Kite: Purple, Red, Blue

1)
a) Work out the length of framing required for stability___________________



b) Work out the area of fabric required to make this kite___________________



2) A company wants you to manufacture these circular kites in bulk.

Copy and complete this table in your book showing both framing required as well as amount of fabric required to make this amount.

3) Graph this data showing length of frame on one graph and area of the fabric on a second graph.

The number of kites should be on the x axis (along the bottom)

Area and perimeter homework tasks

https://sites.google.com/site/8jmaths/area-and-perimeter

Due: Thursday 28th January

                                        Life on the manor and the Feudal System

https://sites.google.com/site/history8j/medieval-england

Writing a Movie Review – The Truman Show 24/1

After viewing the film ‘The Truman Show you are to write a review of the film. 

1. Watch the movie.  You have already seen the movie once, now watch the movie a second time as it will help you absorb a lot more detail about the movie.  You may want to take notes as you watch the movie.

2.  Title.  Have a catchy title.  You can play with words to make it funny or different.  Your title will indicate if the review is going to be a positive or negative one.

3.  Paragraph 1:  Opening paragraph.  You can start to summarise the film and give early suggestions about your general review of it.

4.  Paragraph 2:  Continue with the summary of the film.  Do not give details about the ending or else no one will want to go and see the film!!

5.  Paragraphs 3 and 4:  Positive or negative things that you thought of the film. What did you like?  Why?  Use descriptive words, think about the story, setting, effects used, music used.

6.  Paragraphs 5 and possibly 6: Characterization. Write about the characters, did you like them?  Did the actors play them well?  What was it about their portrayal that you liked or didn’t like?  What are your other impressions of the characters? 

7.  Paragraph 7:  Final comments – general comment that summarise your view of the film.  You may want to say something inspiring to get the reader to want to out and see the film.

Make sure you mention who this movie is suitable for.  At the end of your review you would give it a star rating out of 5.

Common words and phrases used in film reviews that you might want to use in your own reviews.

spectacular visual effects, breathtaking, mood, atmosphere, detail, unsuccessful, scenery, setting perfect, moments, plot, suspense, disappointing, original, very moving, quality of the film, I was impressed by, credible, captivating, interesting, thrilled, hilarious, wonderful.

                                      Due date: This is due Thursday 28th February

Colons and Semi colons 24/1

http://www.colonsemicolon.com/

Circumference of circles: Homework follow up 19/1

https://sites.google.com/site/8jmaths/circles-area-and-circumference

Population density and distribution:


Power point:
https://sites.google.com/site/8jgeography/changing-nations

The Truman Show-

Lesson Title: What is ‘The Truman Show’ about?

Lesson Objective:  Understanding symbolism in movies

Starter:  Give examples of symbolism

https://www.youtube.com/watch?v=IvWRDwJcwyU

Main Activity: Using PEE give other examples.

Freedom vs entrapment


https://www.youtube.com/watch?v=MdwuW8n3JYA&list=PL86FC5F0AD263028C

Chemical energy- You are what you eat       19/1

What is chemical energy stored in?
What kind of energy is stored in food?
Describe the digestion process?
What may occur if over eating occurs?
What is a kilojoule? Calorie?
What types of foods provide good energy sources and why?
Find a healthy recipe that provides good energy.

Maths Homework: Area and Perimeter

Follow link and complete each for paralleogram, Kite and rhombus


https://sites.google.com/site/8jmaths/kite-rhombus-and-parallelogram-area

Due: Wednesday 20 January

Task Sheet Assessment One: MY COUNTRY and it's identity

Task description:

1) Give examples of symbols e.g flora and fauna that you found relevant to your country.
2) Design a national flag that incorporates the colours and symbols appropriate to own country. 
3) Write a description explaining their choices (See previous example). Explain why your new flag is more suitable than the current one.

Knowledge and understanding: ·         Culture of country and most important elements ·         Geography of country – most important contributions to society ·         Symbols that represent the country – fauna/ flora Skills: ·         Create an original flag

Written description with explanations aligned to country

Due: Thursday 28th January

                                                                                         Criteria Sheet:

Homework: Sunday 17 January

https://sites.google.com/site/8jmaths/kite-rhombus-and-parallelogram-area

   Exploring simple machines with Knex- Gears, Pulleys, Levers

Flag Assessment Task- Due Week three Thurs 28 Jan Your task will be to design a new flag for your home country. Think about the use of colours/ symbols and designs that will be an appropirate representation for your country. ·   Research students create questions to discover other symbols of home country – e.g. flora and fauna emblems ·   What are historical events that have shaped your country? ·   Commence design of national flag Part one is two create the new design: A4 size Part two is to write a summary of the new design and why you have chosen it. Here is an example. Designer's description The silver fern: A New Zealand icon for over 160 years, worn proudly by many generations. The fern is an element of indigenous flora representing the growth of our nation. The multiple points of the fern leaf represent Aotearoa’s peaceful multicultural society, a single fern spreading upwards represents that we are all one people growing onward into the future. The bright blue represents our clear atmosphere and the Pacific Ocean, over which all New Zealanders, or their ancestors, crossed to get here. The Southern Cross represents our geographic location in the antipodes. It has been used as a navigational aid for centuries and it helped guide early settlers to our islands.

Assessment timeline and the important dates:

History: Medieval Europe 590- 1500

Week 6: Source analysis test

Week 10: Castles assessment (Mostly In class handed out week 7)

Geography: Changing nations

Week 10: Exam and possible excursion (with assessment task)

English: Is it ethical?

Week 6: In class analytical essay ‘Truman show’

Week 10: Spoken debate

Mathematics: Perimeter and Area

Week 5: Go fly a kite in class assessment task (Perimeter and area)

Week 8: Distributive law exam

Week 11: Volume exam

Science: Energy

Week 6: Rube Golberg machine task completed

Week 11: Research booklet (Kite making/ flammable materials

                                                         Area of rhombus and parallelogram

https://sites.google.com/site/8jmaths/area-and-perimeter

Perimeter of Rhombus 14/10

A rhombus is also a parallelogram, since it has two pairs of parallel sides. A square has two pairs of parallel sides, four right angles, and all four sides are equal. It is also a rectangle and a parallelogram. A rhombus is defined as a parallelogram with four equal sides.

                                                          A kite 

Perimeter of Parallelogram

Area of Rhombus

Area of a Parallelogram

  

Flags of the world and their significance 14/1

This is a task that will help to prepare you for assessment one in week 3.

For each of the flags complete the following questions in your work books. (See questions below)

Answer these questions for each of these flags:

1)  When was it created?

2)  What are the colours and what do they represent?

3) How does this help to represent this country?

4) What symbols are on the flag?

Conversions 13/1

1)   Tony made 14 L of lemonade for a party. His guests drank 9500 ml of the lemonade.

How many milliliters of lemonade did Tony have left over?

2)    The ceiling is 2.3 metres high. The bookcase is 1.845 metres high.

How high, in metres, is the space between the bookcase and the ceiling?

IXL: Converting between units of measurement: L2

                      Reality TV: 7 up questions to answer

1) What do you think is the purpose of this show?
2) Do you think this show is worthwhile? Why?/ Why not?
3) How would you feel if you were an actor on this show at seven years of age? What would be the positives and negatives?
4) From a viewers point of view, how would you adapt this show to make it more entertaining?

More practise: CIRCLES
https://sites.google.com/site/8jmaths/area-and-perimeter

                                          My Country Pre World One: Assessments Term 2