Section outline

  • FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.

     

    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 


    Activities:

    Learning about the parts of a flower

    Flower video: https://www.youtube.com/watch?v=cG7cK1vV9vg 


    Reading paragraph and answering questions based on info in the paragraph. 

    Making flower model


    Traditional use of Harakeke (flax)

    - Reading paragraph and answering questions based on info in the paragraph.


    Student own research on a chosen Rongoa plant and what it was used for, how, etc

    Flower dissection