Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... how we learn by exploring the functioning of the triune brain
    • We are EXPLORING... the electromagnetic wave function of light by investigating its spectrum and analyzing visible light and its colours
    • We are EXPLORING... the world of atoms, elements, living and non living and comparing plant and animals by classifying them
    • We are EXPLORING... the use of Harakeke (flax) by the Maori by investigating Maori history and through experiments


    Kia Ora


    Below is the long term overview of what term 1 could look like.

    It is a working document. Each success criteria will be highlighted as and when achieved. 
    It is bird's eye view of a scaffold system towards students' learning progression, assessment, reflection and teacher feedback.
    It sets the scene by exploring the context.
    Having explored, students begin to focus on developing a deeper understanding of the context.
    Students then begin to plan towards what they want to do with their learning - This is their Doing, the outcome of their learning

    Authenticity  AKO- The planning allows students to create and produce - explore, focus, plan and do.
    Assignments and assessments are measured against a Working Towards, At, Above and Beyond (TAAB) scale.

    The SOLO levels in the planning below ( structure of observed learning outcomes) aligns with the TAAB:
    One and many = At
    Many and Relate =Above
    Relate and Abstract = Beyond

    NCEA has a similar system in place- Matrix based on SOLO.

    Learning Area: Science

    Curriculum Levels:4

    AO:

    understanding about science

    Appreciate that science is a way of explaining the world and that science knowledge changes over time.

    Investigating in science

    Build on prior experiences, working together to share and examine their own and others’ knowledge.

    Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

    Communicating in science

    Begin to use a range of scientific symbols, conventions, and vocabulary.

    Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

    Compare chemical and physical changes.

    Begin to develop an understanding of the particle nature of matter and use this to explain observed changes.


    Explore, describe, and represent patterns and trends for everyday examples of electricity and magnetism, light, sound, waves, and heat. 


    Begin to group plants, animals, and other living things into science-based classifications.



    Term's Learning intentions:

    		Walt investigate, understand and explain our natural physical world and the living world generating and testing ideas, carrying out investigation, gathering evidence, debating and communicating ideas with others. 

    Week 2:

    explore:

    LI: brainstorm, mindmap - context -Turangawaewae and GREAT AKO


    Task: How do we learn? Why do we learn? The science behind learning? What is learning? link to GREAT AKO

    Explore: GREAT AKO - The What

    Focus: The How

    Plan and Do - The when, the where and the why.


    SC: connect great AKO to students learning


    .

    Week 3

     LI:  research elements of the periodic table upto 36 

    LI: Investigate Light 

    SC:  recognize elements as a construct of atoms

    Sc: analysis of visible light

    Week 4

    		  LI: structure of the atom
    LI: Connect the visible spectrum of light to visual art
    LI: Safety rules and equipment in the science lab
    LI: connect Elements to compounds, atoms to molecule, acid and base on pH scale 

    SC: draw and  label the structure of the first 10 elements
    Sc: Draw and label the visible spectrum ROYGBIV and the invisible spectrum of light
    Sc: Draw and label equipments and identify the same in the science lab
    Sc: recall safety rules in science lab
    SC: Identify acid, base in lab using the pH scale
     

    Week 5

    		 Tuakana Teina:  6 table groups of 6 students having  2 maths teacher and 2 science teachers. The 12 maths teachers will see me as one group outside in the central whanau facing the small whiteboard for 20 mins, making notes while taking photos of their mindmap and working out of maths work on the tables while the table group will be learning science from the 2 science teachers.  The 12 science teachers will see me next 20 mins for the science work while the table groups will be learning maths from their maths teachers.  then 20 mins as I check their teaching and learning. 

    Week 6


    Week 8

    Week 9
    W10

    Prior Knowledge:

    long and short term memory,  atoms, 

    SOLO level

    One

    Many

    Relate

    Extend

    SOLO verbs

    Name, identify, tell, recall, classify, do a simple procedure

    Describe, list, enumerate, combine, do algorithms

    Compare/contrast, explain, causes, effects, integrate, analyse, relate, apply

    Evaluate, theorise, generalise, hypothesise, reflect, generate

    Success Criteria

    list the equipment and the rules to observe in a science lab

    list parts of an atom

    tell that all matter is made up of atoms

    recall the 10 elements of the periodic table

    draw the structure of the Hydrogen atom

    identify positive and negative charges

    identify a molecule, compound

    identify the first two shells of an atom

    colours as part of  light from the sun

    primary and secondary colours

    identify 7 life processes of living organism

    identify plants and animals

    describe all matter as made up of atoms

    describe how a water molecule is formed?

    identify the electron, nucleus, proton 

    chemical reaction, mixture, observations

    recall 20 elements 

    describe spectrum of visible light

    tertiary colours

    make meaning of the mnemonic MRSGREN

     

     explain all matter as made up of atoms

    difference between atom and molecule

    difference between elements and compounds

    draw, identify the electron, nucleus, proton 

    describe  pattern of shells in atoms

    recall 36 elements

    explain the spectrum of visible light by mixing colours

    explain MRSGREN

    how atoms form molecules and elements make compounds

    explain the properties and charge  of electron, nucleus, proton 

    explain the 2,8,8,18 pattern shell structure of atoms

    explain the electromagnetic spectrum of light

    application of the colour wheel in visual art

    investigate with an experiment to prove the 7 life processes required for life