Section outline

  • FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:


    We are FOCUSING on identifying the composition of atmosphere.

    We are FOCUSING on enhancing our understanding of the composition of atmosphere by adapting paper into a model of the Earth's atmosphere.

    We are FOCUSING on selecting information about the composition of atmosphere and explaining our understanding of it.


    Success Criteria: I can...

    • Write answers to questions about the composition of atmosphere.
    • Draw a labelled diagram of the layers of the Earth's atmosphere.
    • Make a model of the layers of the Earth's atmosphere.
    • Connect information about the composition of atmosphere.
    • Read an article about the composition of atmosphere.


                                                                                                              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 first watch a   about the layers of atmosphere.
      • Then they will read about how air is a taonga to the Maori.
      • Afterwards, the students will write why air is important to people and the environment.
      • Then they will draw a diagram in their science books that shows the different layers of atmosphere using numbers, images, labels, text and arrows.
      • Finally they will think of all of the different vehicles which people have created for each layer of the atmosphere. Write a vehicle for each layer of the atmosphere and write what it’s purpose is used for. Finally, write a conclusion of which vehicle you would want to travel in with you choice of layer of atmosphere and why.


                                                                                                     Tuesday


      • The students will make a circle out of paper for each layer of the atmosphere, gradually increasing in size, and labelling each one.
      • On each layer the students will colour as well as decorate it.
      • The middle circle which the students will draw and colour in will be Earth.
      • After the students have finished their model they will look up layers of atmospheres from other planets and create digital art of it. Then they will create another model of the layers of atmosphere from that planet/s.


                                                                                                  Friday


      1. Introduce the topic of the text and ask students what they already know. Put these items on the board so that they are visible during the reading of the text, even if they are indirect connections.

      2. Read the article aloud to them. This will help everyone's comprehension, but particularly those who are resistant to/ have barriers to reading.

      3. The text will be divided up into sections and will be printed at the front of the classroom.

      4. Divide the students into groups of 3: each group will read one section of the text together.

      5. The students will need to discuss with each other the questions below and take notes in their science books from their discussion.


      • What is the main topic of the section that is being read?

      • What is the vocabulary that stands out in each section?


      1. The students then change into new groups where they become the ‘expert’. The new group should contain students who have read all sections of the text. As the expert explains their section of the text, other students take notes, ask questions. By the end of this time, all students should have notes for all sections of the text.

      2. If the students have finished then they can complete the grid activities on their Google Classroom.