7 August - 13 August

FOCUS / ARONGA learning intentions:

We are PLANNING on designing our understanding of how the nitrogen cycle works.

We are PLANNING to demonstrate our knowledge of how much nitrogen is in stream water.

We are PLANNING on applying information about the nitrogen cycle.

Success Criteria: I can...

• Write answers to questions about the nitrogen cycle.
• Write a list of chemicals in different types of water.
• Draw a labelled diagram of the nitrogen cycle.
• Create a plan to stop people polluting water.
• Retrieve water from a stream.
• Observe water from a stream with a microscope.
• Draw contents of what water from a stream looks like.
• Connect information about the nitrogen cycle.
• Read an article about the nitrogen cycle.

                                                                                                          Achievement Objectives:

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.

Activities:

Monday

• The students will watch a video about how the nitrogen cycle works.
• Then they will insert missing words in sentences which explain the nitrogen cycle.
• After that, they will mix and match the correct elements with each other to form the correct chemical formulas in the nitrogen cycle.
  
• The students will write a list of chemicals which are in polluted water.
• The students will draw a labelled diagram of the nitrogen cycle if they have finished writing the various chemicals.
• The students will create a plan to stop people polluting water.

                                                                                                                         Tuesday

• The students will walk down to the stream in the forest at Mission Heights Primary School.
• When they come back to class they will draw up a table in their science books and they will observe the water from the stream in wet slides under microscopes and draw what they see and write their observations of the water in one half of the table.
• Afterwards, they will write a conclusion in their science books about which water has more algae/nitrogen in it from their observations and why.
• The students will write the weather conditions of the day while they went to get water and write how different the water could've been under different weather conditions.
• The students will look at the chemicals which they had written about in yesterday's session and write what chemicals may be in the water in their science books.
• Finally, the students will look at this website which is about how there are lots of pesticides in New Zealand rivers and this website which is about how there is lots of fertiliser in New Zealand rivers and then they will write a conclusion about whether we should use pesticides and fertiliser in New Zealand and if we do then how much should be used.

                                                                                                                      Thursday

The students will first watch this   about how marine life is getting harmed because of algae.

• In their science books the students will write and answer the questions below:

  1. Before you read this, what is the nitrogen cycle? 

  2. List stories, films, books which show the nitrogen cycle in them.

  3. What similarities or consistencies are there between them.

• Students will then read the article Lack of nutrients stalled rebound of marine life post-Permian extinction.
  

• They will write any keywords and scientific vocabulary which is related to the nitrogen cycle.
• Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the nitrogen cycle.