Section outline

  • EXPLORE / TŪHURA

    FOCUS / ARONGA learning intentions:


    We are EXPLORING on recognising how heat works.

    We are EXPLORING on interpreting information about light.

    We are EXPLORING on reading information about heat and connecting our understanding of it.


    Success Criteria: I can...

    • Write answers to questions about heat.
    • Create an informative poster about light.
    • Connect information about heat.
    • Read an article about heat.

                                                                                                         Achievement Objectives:

    Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as heat.


                                                                                                                          Monday

    • The students will first watch this   about what is heat.
    • Then they will look at this website or this link about exothermic and endothermic reactions and go down the page. Then create a table like the one on the next slide about differences between exothermic and endothermic reactions.
    • Afterwards, they will label and draw 6 more pictures which show exothermic and endothermic heat in their science books. Also, they will write an explanation for each picture for why it shows exothermic and endothermic heat.
    • Then they will draw, label and colour what it would be like during Diwali as well as the sources of heat there are with labels of exothermic and endothermic heat. Then draw their own heat related god/goddess. They can use this site of Diwali gods/goddesses for guidance.
    • They will do the next task as is explained: "Imagine that the prime minister has come to ask you to explain to the public information about heat. The prime minister wants you to explain about the importance of exothermic and endothermic heat as well. Write a response to the questions."
    • Finally, they will see a list of different occurrences. They will need to write next to each occurrence whether it would either be an exothermic or endothermic reaction.
    • The students will show cultural connection with those who celebrate Diwali.


                                                                                                                         Tuesday


    The students will create an informative poster about light and it's connection to Diwali and Halloween like in this link.

    OR

    They can do the work on Education Perfect about heat on this link.

                                                                                                                   Wednesday

    The students will first watch this   of the human torch.

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

      1. Before you read this, what is heat? 

      2. List stories, films, books which show heat.

      3. What similarities or consistencies are there between them.

    • Students will then read the article "Why is the North Atlantic breaking heat records?"

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

    They will complete the "Why is the North Atlantic breaking heat records?" grid.

    OR

    They will write notes about the article "Why is the North Atlantic breaking heat records?" which summaries the main points in them.

    If the students have finished, they can create characters who will be part of an interview. They will then create a pamphlet consisting of the interviewer asking questions about heat from this website as well as the guest speakers who will answer those questions.