Section outline


  • 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 and is subject to change as students meet learning challenges and focus on the chance to look for problems as well as to solve them.

    Authenticity - The planning allows students to create and produce.
    Assignments and assessments are measured against a Working towards, AT, Above,, 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- WAME based on SOLO.

    Learning Area: Science

    Curriculum Levels:4
    AO:
    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.

    Begin to use a range of scientific symbols, conventions, and vocabulary.
    Explore various aspects of an issue and make decisions about possible actions
    understanding about science

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

    Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat

    Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources

    .

    Term's Learning intentions:

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

    Week 2:

    explore:

    brainstorm, mindmap - Term Context

      Term Context - connect -  earth system - structure of planet earth - Core, magma - Plate tectonics - gondwana- pangea-  timeline -  epochs -  crust - volcano - subduction, convergent, divergent, transform- purpose- lava - eco recycle - rocks - types - NZ - Southern alps - fault line - linking other areas of learning

    Week 3

     same as above.

    Week 4

    		  

    Week 5

    Week 6

    week 7

    Week 8

    Week 9

    Prior Knowledge:

    magma, lava, volcano, gases, water vapour, pressure, recycle, planet Earth, map of NZ, Southern alps, fault line, earthquakes, tsunami, types of rocks, 

    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

    timeline for the formation of the NZ landmass

    recall plate tectonics, magma, lava, tsunami, earthquake, recycle systems, stages of the water cycle

    describe :  magma, lava, tsunami, earthquake, plate tectonics, cause and its effect, 3 movements, types of rocks, minerals, elements from rocks,  recycle systems, water cycle, nitrogen cycle 


    		explain: plate tectonics, magma, lava, tsunami, earthquake, plate tectonics, cause and its effect, 3 movements, types of rocks, carbon cycle,Phosphorus cyclecreate an experiment to demonstrate the plate tectonics, volcanic explosion, rock formation, generalize the cycle systems and its effect on the planet