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.
• Create a PMI chart about the nitrogen cycle.
• Draw a labelled diagram of the nitrogen cycle.
• 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 write a list of animals, fruits and vegetables which could be affected by the nitrogen cycle.
  
• The students will write through a matauranga Maori lens what type of water do you think it is when there is lots of algae in it and how they think Tangaroa would feel about it.
• The students will draw a labelled diagram of the nitrogen cycle if they have finished writing about what type of water it is and how Tangaroa would feel about it.
• The students will complete a sheet about the water cycle.
• The students will create a PMI chart about the nitrogen cycle.
• Finally, if the students have finished everything they will need to write what people should in accordance with the nitrogen cycle.

                                                                                                                         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 this website and write what chemicals are in water with lots of algae in it 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.

                                                                                                                      Wednesday

• 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 Mixing trees and crops can help both farmers and the climate.
  

• 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.