10C2 Science
Weekly outline
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Kia Ora Young Scientists,
Welcome to Year 10 Science. My name is Mrs. Lindsay and I will be taking you through your Science journey this year. We will be exploring various areas of Science, including Biology, Chemistry, Physics, and Earth Science. Whilst content knowledge is important in Science, its the Science Skills that permeates through all areas of Science, which will be assess in your Common Assessment Tasks (CATs) delivered under exam conditions this year. In addition to the CATs, you will have an opportunity to start your NCEA Level 1 this year.
Should you need to contact me, face to face is always easiest while in class. Alternatively you can send me an email at alindsay@mhjc.school.nz, but do note that my reply may be brief.
I look forward to co-creating our Science journey together with you all.
Mrs Lindsay
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how we can change the state of matter
- We are EXPLORING particle theory and how this is represented on the periodic table
- We are EXPLORING the physical and chemical properties of metals vs. non metals
- We are EXPLORING how new compounds can be formed through chemical change
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
Achievement objectives:
Nature of Science
- Develop and carry out more complex investigations, including using models.
- Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
- Describe the organisation of life at the cellular level.
- Describe the basic processes by which genetic information is passed from one generation to the next.
Learning Intentions:
Exploring:
We are researching and investigating Cells and its organelles
Success Criteria: I can/have:
- draw a neat labeled diagram of a typical plant or animal cell
- Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand about a cell and its organelles while having fun.
- Taking a walk in Tane forest to observe and differentiate between the living world and non-living world.
- Using hand lens and microscope to observe and make notes of Cells & tissues.
- Draw a neat labelled diagram of a typical plant and animal cell in your science book.
- Write the differences between a plant and animal cell in your science book.
- Using Education Perfect - complete the information chart from Google Classroom.
- make a model of a cell showing the various cell organelles (in class task). (Using Creativity, Collaboration, Communication) . You will present your model to the class with a 2-3 minute speech.
- Complete tasks from Google Classroom and submit.
- In groups of 4 - you will create a board game to help a young person of your age understand about cell and its organelles while having fun. (Using Critical thinking, Creativity, Collaboration, Communication
Class Task:
In pairs, you will make a 3D model of a cell - You must bring all the required material to class (Teacher may be able to support)
Cell Model is due 26th February.
Board Game is due 26th February
Homework tasks - Log on to Education Perfect and complete activities by 20th February.
- Develop and carry out more complex investigations, including using models.
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the basic unit of life - cells, cell organelles, and their functions.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...developing an understanding of the cell theory and functions of the cell organelles
- We are FOCUSING...explaining the structure of a cell
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to prepare slides so that we can see cells on tissues.
- We are PLANNING to make a model & game of a cell & DNA so as to demonstrate our understanding of Cells & DNA.
- Success Criteria: I can/have:
- draw a neat labeled diagram of a typical plant or animal cell
- Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand about a cell and its organelles while having fun.
- Using hand lens and microscope to observe and make notes of Cells & tissues.
- Draw a neat labelled diagram of a typical plant and animal cell in your science book.
- Write the differences between a plant and animal cell in your science book.
- Using Education Perfect - complete the information chart from Google Classroom.
- Complete the Edpuzzle task on Cells.
- make a model of a cell showing the various cell organelles (in class task). (Using Creativity, Collaboration, Communication) . You will present your model to the class with a 2-3 minute speech.
- Complete tasks from Google Classroom and submit.
- In groups of 4 - you will create a board game to help a young person of your age understand about cell and its organelles while having fun. (Using Critical thinking, Creativity, Collaboration, Communication
Class Task:
In pairs, you will make a 3D model of a cell - You must bring all the required material to class (Teacher may be able to support) Cell Model & Board Game is due on 26th February.
Homework tasks - Log on to Education Perfect and complete activities on 20th February.
. - draw a neat labeled diagram of a typical plant or animal cell
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the basic unit of life - cells, cell organelles, and their functions.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...developing an understanding of the cell theory and functions of the cell organelles
- We are FOCUSING...explaining the structure of a cell
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to prepare slides so that we can see cells on tissues.
- We are PLANNING to make a model & game of a cell & DNA so as to demonstrate our understanding of Cells
- Success Criteria: I can/have:
- draw a neat labeled diagram of a typical plant or animal cell
- Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand about a cell and its organelles while having fun.
- Write the differences between a plant and animal cell in your science book.
- Using Education Perfect - complete the information chart from Google Classroom.
- make a model of a cell showing the various cell organelles (in class task). (Using Creativity, Collaboration, Communication) . You will present your model to the class with a 2-3 minute speech.
- Complete tasks from Google Classroom and submit.
- In groups of 4 - you will create a board game to help a young person of your age understand about cell and its organelles while having fun. (Using Critical thinking, Creativity, Collaboration, Communication
Class Task:
In pairs, you will make a 3D model of a cell - You must bring all the required material to class (Teacher may be able to support) Cell Model & Board Game is due on 7th March.
Homework tasks - Log on to Education Perfect and complete activities on 25th February. - draw a neat labeled diagram of a typical plant or animal cell
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the basic unit of life - cells, cell organelles, and their functions.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...developing an understanding of the cell theory and functions of the cell organelles
- We are FOCUSING...explaining the structure of a cell
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to prepare slides so that we can see cells on tissues.
- We are PLANNING to make a model & game of a cell & DNA so as to demonstrate our understanding of Cells
- Success Criteria: I can/have:
- draw a neat labeled diagram of a typical plant or animal cell
- Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand about a cell and its organelles while having fun.
- Using Education Perfect - complete the information chart from Google Classroom.
- make a model of a cell showing the various cell organelles (in class task).
(Using Creativity, Collaboration, Communication) . You will present your model to the class with a 2-3 minute speech.
- In groups of 4 - you will create a board game to help a young person of your age understand about cell and its organelles while having fun. (Using Critical thinking, Creativity, Collaboration, Communication
Class Task:
In pairs, you will make a 3D model of a cell - You must bring all the required material to class (Teacher may be able to support) Cell Model & Board Game is due has been changed now.. - draw a neat labeled diagram of a typical plant or animal cell
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the basic unit of life - cells, cell organelles, and their functions.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...developing an understanding of the cell theory and functions of the cell organelles
- We are FOCUSING...explaining the structure of a cell
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to prepare slides so that we can see cells on tissues.
- We are PLANNING to make a model & game of a cell & DNA so as to demonstrate our understanding of Cells
- Success Criteria: I can/have:
- Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand about a cell and its organelles while having fun.
- BrainPop tasks -
- Education Perfect tasks
- Vocab activities
- DNA the Molecule
In pairs, you will make a 3D model of a cell - You must bring all the required material to class (Teacher may be able to support) Cell Model & Board Game is due on 7th March.
Homework tasks - Log on to Education Perfect and complete activities on 25th February. - Identify the different cellular organisational levels and explain their functions - these tasks need to be completed in your book
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the basic unit of life - cells, cell organelles, and their functions.
- Success Criteria: I can/have:
- Identify the different cellular organizational levels and explain their functions - these tasks need to be completed in your book
- make a model of a cell showing the various cell organelles
- In groups of 4 - you will create a board game to help a young person of your age understand a cell and its organelles while having fun.
- Draw the diagram of a DNA strand & a molecule.
- BrainPop tasks -
- Education Perfect tasks
- Vocab activities
- DNA the Molecule
- Extracting DNA from fruit - banana.
- Identify the different cellular organizational levels and explain their functions - these tasks need to be completed in your book
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...tthe concepts of DNA, chromosomes, and related genetic terms.
- Success Criteria: I can/have:
- Basic understanding of Genes, choromosomes
- identify the base pairs in a nucleotide of a gene
- Draw the diagram of a DNA strand & a molecule.
- Complete the SCIPAD worksheets as provided -
- BrainPop tasks -
- Education Perfect tasks
- Lab work on Tuesday - Extraction of DNA from cells in a fruit - Banana or kiwifruit or strawberry
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Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which make us who we are.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...explaining how genetic information is passed on to the next generation which influences who we are.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to make a model the DNA so as to demonstrate our understanding of Cells & DNA.
- Basic understanding of Genes, chromosomes.
- identify the base pairs in a nucleotide of a gene
Activities - Do NOW
- See Assessment task 1
- Complete the SCIPAD worksheets as provided -
- BrainPop tasks - Heredity & Genetics - Due date 31st March
- Education Perfect tasks
- DNA Model - Working in pairs -
This week you will plan to construct a 3-D model of DNA out of household junk. Make sure that you include the sugar-phosphate backbone and the nitrogen bases. These beautiful works of art and science will hang in the Science room/C10, so be proud of what you do and take the time necessary to construct a nice model. If you need any material you must email me so I can purchase these.
Websites for DNA models
https://sciencing.com/make-model-using-pipe-cleaners-4745268.html
https://www.wikihow.com/Make-a-Model-of-DNA-Using-Common-Materials -
Context: Reconnecting
Big Ideas:
We have become distanced from each other and in some ways isolated - from school, each other and sometimes ourselves. This term we focus on discovering what makes us unique and reconnecting with others. Our focus in Science will be to learn about our body - cells, cell division & genetics which make us who we are.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...explaining how genetic information is passed on to the next generation which influences who we are.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to make a model of the DNA so as to demonstrate our understanding of Cells & DNA.
- Basic understanding of the steps of Cell division - Mitosis & Meiosis
- Calculating/predicting outcomes of Alleles using punnett squares.
- Understanding of Dominant & Recessive genes being expressed in offspring.
- Understanding of the terms: variation, mutations,
Activities - Do NOW
- Complete the SCIPAD worksheets on Punnett square as provided.
- Education Perfect tasks - Due 8th April
- Planning & constructing - DNA Model - This week you will plan to construct a 3-D model of DNA out of household junk. Make sure that you include the sugar-phosphate backbone and the nitrogen bases. These beautiful works of art and science will hang in the Science room/C10, so be proud of what you do and take the time necessary to construct a nice model. If you need any material you must email me so I can purchase these.
Websites for DNA models
https://sciencing.com/make-model-using-pipe-cleaners-4745268.html
https://www.wikihow.com/Make-a-Model-of-DNA-Using-Common-Materials
Year 10 Work Flow for Week 10 & Week 11 10C2
Week 10
Week 11
Tuesday Session 2
Punnett squares and Cell division
EP Assessment 1 Task
Wednesday Session 2
DNA model making
Science Fair Topic brainstorming
Thursday Session 1
DNA model making
Science Fair Topic finalisation
Cell Division Videos
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Kia ora akonga
Success Criteria:
I can calculate distance, displacement, speed, velocity, time and acceleration
I can explain acceleration, and recall the formula used to find it
I can describe the relationship between distance, displacement, speed, velocity, and time, and acceleration
I can calculate speed, time, and acceleration using a formula triangle
I can do physics questions and show formula, working, answer and units
I can interpret speed and time interactions graphs to calculate acceleration using the gradient, as well as the distance travelledActivities:
- Acceleration worksheet 000
- Velocity time graphs - mix and match
- Velocity time graphs - describe the journey
- Velocity time graphs - worksheet
- LAB - Marble Runs + write up + graph
- Video - Brian Cox - Feather and ball
Further Learning:
All learning resources on Google Classroom -
Kia ora students
Success Criteria:
I can describe Newton's 3 Laws of Motion, giving examples of each
I can apply Newton's 3 Laws of Motion in a given situationActivities:
- Resultant forces - quiz
- LAB - Inertia - video on table cloth trick + questions
- LAB - Inertia - pennies on a cup + questions
- LAB - Newton's 3rd Law - equal and opposite action reactions - tug of war with force metres + questions
- LAB - Newton's 3rd Law - equal and opposite action reactions - tug of war on dolly carts + questions
- Galileo's Measure of Gravity video
- Shedding light on motion video + worksheet
- HW - Speed, velocity, acceleration problems worksheet
Further Learning:
All resources on Google Classroom -
Kia ora akonga,
Success Criteria:
Apply Newton's 3 Laws of motion to real life car crashes
I can describe different types of energy and how they transform
I can recall and apply the Law of Energy Conservation
Gain a basic understanding of what an NCEA physics investigation requires in the written lab reportActivities:
- EP - Newton's 3 laws
- "Understanding Car Crashes - It's basic physics" + concept organiser worksheet + discussion worksheet
- Forms of energy - Mix and Match
- Energy transformation - mix and match
- Forms of energy, energy transformation - videos + worksheet/ discussion questions
- EP - introduction of NCEA physics investigation, sources of error, methods, and experimental technique
Further Learning:
All resources on Google Classroom -
Learning intentions:
- We are revising our understanding of the steps of the Scientific Method of investigation.
- We are developing our understanding of Safety in the lab and commonly used equipment in the lab.
- able to write an effective question for my investigation.
- identify and specify the Aim, Hypothesis and variables for my investigation.
- I can identify hazardous symbols and equipment that are commonly used in the lab.
Activities
Session 1 - Review of Fair testing steps
- Aim - Why is this needed?
- Writing the Hypothesis for an investigation.
- Identifying the variables
- Writing the method
Scipad - pgs 20-22
- Identifying Hazardous Materials in the Laboratory
- Laboratory Equipment
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Learning intentions:
- We are developing our understanding of Safety in the lab and commonly used equipment in the lab.
- We are focusing on revising the steps of a Fair step through a teacher-led investigation.
- identify and specify the Aim, Hypothesis, and variables for my investigation.
- I can identify hazardous symbols and equipment that are commonly used in the lab.
- I can safely use the bunsen burner to heat liquids in the science lab.
Activities
Session 1- Reading scales & Measuring liquids- Scipad Pg 17-19
- Fair testing - Baking soda and Vinegar investigation - Planning
- Teacher-led activity to review the Fair testing steps
- Formulating the Hypothesis
- Identifying the Variables for the Science Fair Project
- Researching information related to the project.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...chemicals that cause pollution and disrupt sustainable systems
- We are EXPLORING...a problem that might need to be investigated and follow the Scientific Method to solve or answer the problem.
- We are FOCUSING...developing skills to investigate the structure of chemical substances and their properties
- We are FOCUSING... developing skills of being able to explain our scientific concepts related to chemistry
FOCUS / ARONGA learning intentions:
- Be able to differentiate & explain the following terms:
- atoms, molecules, compounds, and mixtures
- describe the structure of an atom using the terms - electrons, protons, neutrons, orbit & the shell
- recall the symbols and names of the first 20 elements of the periodic table
- differentiate between the terms - Atomic number & Atomic weight
Session 1:- Teacher discussion about Atoms - structure
- Draw the diagram of an Atom with its subatomic particles.
- Play Period table bingo.
- In groups of 3 (determined by the teacher) - Plan to create the model of an atom choosing from one of the following elements: Carbon, Nitrogen, Oxygen, or Sodium.
- Model construction - Due Friday 3rd June if not completed within the session.
- BrainPop tasks
- Education Perfect tasks
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- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
- We are FOCUSING... developing skills of being able to explain our scientific concepts related to chemistry
FOCUS / ARONGA learning intentions:
- begin to identify chemical formulae while differentiating thems as molecules, compounds and elements
- Be able to differentiate & explain about Acids, Bases & indicators.
Session 1:- Understanding chemical formulae and differentiating as molecules, compounds and elements. Balancing chemical equations. Scipad Book 2 pgs 18-20
- Investigating Acids & Bases
- Science Fair Project
- Education Perfect tasks
- Science Fair Project
- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
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- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
- We are FOCUSING... developing skills of being able to explain our scientific concepts related to chemistry
FOCUS / ARONGA learning intentions:
- explain what is neutralisation.
- use skills of observation, investigating and recording observations.
Session 1:- Developing an understanding of how acids & bases react neutralising each other to form a salt. Scipad Book 2 pgs 38
- Science Fair Project work
- Career Expo
- Science Fair Project
- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
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- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
- We are FOCUSING... developing skills of being able to explain our scientific concepts related to chemistry
FOCUS / ARONGA learning intentions:
- explain what is neutralisation.
- use skills of observation, investigating, and recording observations.
Session 1:- Dry ice Activities
- Science Fair project
- Science Fair project
- FFR - Science Fair Project
- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
Session 1 & 2 - Completing Science Fair Project
- Introduction to forces - a recap of prior knowledge
- What are Forces?
- How do we know a force has been applied?
- How do we measure force?
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea: Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
- I can define force with examples
- I can differentiate between contact and non-contact force with examples
- I can use the formula F=m x a for calculating, the force acting on an object or the mass of an object or the acceleration of an object due to gravity
- Follow teacher's instructions - Watch the videos below in class
- Write down the definitions in your Science book.
- Use the Force formula to calculate the force being applied to the object
- Complete tasks on Education Perfect.
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
- I can define Newton's laws of motion.
- I can draw forces acting on an object using a force diagram.
- I can use a force meter accurately to gather data.
- I can record data, make a bar graph, analyse and make conclusions on a physical phenomenon like friction.
- Follow teacher's instructions - Watch the videos below in class.
- Draw the force acting on a car using a force diagram.
- Investigate how friction increases or decreases the force acting on an object - Education Perfect task.
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
Success criteria:
- I can write the aim, hypothesis and steps of doing the investigation
- I can identify the Variables - independent, dependent and constants
- I can accurately gather data in the form of a table
- I can make a linear graph using the data, analyse and make conclusions from the investigation.
- Follow the teacher's instructions. We will be using the Education Perfect task on 'Surfaces vs Frictional Force Investigation' that has been assigned to you as a practice of the NCEA task.
- Write down the Aim, Hypothesis, and Variable - Independent, Dependent, and constants
- Write out the steps of doing the investigation and how the data is going to be collected.
Session 2 - Group work (teacher assigned groups of 3)
- Carry out your investigation and record your data.
Session 3: Independent work (with teacher support)
- Use the data to make a linear graph
- Write out the analysis, conclusion and discussion as per the instruction sheet provided.
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
Success criteria:
- I can write the aim, hypothesis and steps of doing the investigation
- I can identify the Variables - independent, dependent and constants
- I can accurately gather data in the form of a table
- I can make a linear graph using the data, analyse and make conclusions from the investigation.
- Follow the teacher's instructions. We will be using the Education Perfect task on 'Paper Helicopter Investigation' that has been assigned to you as a practice of the NCEA task.
- Write down the Aim, Hypothesis, and Variable - Independent, Dependent, and constants
- Write out the steps of doing the investigation and how the data is going to be collected.
Session 2 - Group work (teacher assigned groups of 3)
- Carry out your investigation and record your data.
Session 3: Independent work (with teacher support)
- Use the data to make a linear graph
- Write out the analysis, conclusion and discussion as per the instruction sheet provided.
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
Success criteria:
- I can write draw the aim, hypothesis and steps of doing the investigation
- I can identify the Variables - independent, dependent and constants
- I can accurately gather data in the form of a table
- I can make a linear graph using the data, analyse, discuss and make conclusions from the investigation.
- Follow the teacher's instructions. We will be using the Education Perfect task on 'Ramp Investigation' that has been assigned to you as a practice of the NCEA task.
- Write down the Aim, Hypothesis, and Variable - Independent, Dependent, and constants
- Write out the steps of doing the investigation and how the data is going to be collected.
Session 2 - Group work (teacher assigned groups of 3)
- Carry out your investigation and record your data.
Session 3: Independent work (with teacher support)
- Use the data to make a linear graph
- Write out the analysis, conclusion and discussion as per the instruction sheet provided.
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Forces by classifying the type of forces, investigating and measuring forces in everyday objects.
Introduction to Electricity
Success criteria:
- I can write draw the aim, hypothesis and steps of doing the investigation
- I can identify the Variables - independent, dependent and constants
- I can accurately gather data in the form of a table
- I can make a linear graph using the data, analyse, discuss and make conclusions from the investigation.
- I have a basic understanding of electricity
- I can differentiate between conductors and insulators
- Follow the teacher's instructions. NCEA task.
Session 2 - NCEA
Session 3: Introduction to Electricity, Conductors and Insulators
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts related to Electricity by classifying the types of electricity, drawing circuit diagrams and discussing batteries.
Electrical Circuits
Voltmeter, Ammeter, Volts, Amps, Ellectric Current
Circuits and Symbols
Drawing a circuit
Batteries
Success criteria:
- I can draw an electrical circuit.
- I can connect an electrical circuit.
- I understand the difference between a rechargeable and a non-rechargeable battery.
- I understand the terms Volt, Ampere, Ohm, Resistence.
- Follow the teacher's instructions to connect circuits using various electronic equipments.
History of electricity, Conductors and Insulators and Circuits
Session 2 - Electrical Circuit Diagram and Symbols
Session 3: Understanding terms related to electricity
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts related to Electricity by classifying the types of electricity, drawing circuit diagrams and discussing batteries.
Drawing a circuit series and parallel
Voltmeter, Ammeter, Volts, Amps
Ohm's Law
Success criteria:
- I can draw an electrical circuit.
- I can connect an electrical circuit in series and parallel
- I can differentiate between ammeter and voltmeter.
- I understand the terms Volt, Ampere, Ohm, Resistance.
- Follow the teacher's instructions to connect circuits using various electronic equipments.
Circuit and symbols. Series and parallel. Voltmeter, Ammeter,Resister
Session 2 - Volt, Amp, Ohm. Ohm's Law
Session 3: Calculations Ohm's Law
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Context - Relationships have consequences that allow Environments/Societies to Survive/Thrive
Big Idea : Our focus this term is on developing our understanding of our Physical World and how the relationship between concepts such as Force & Motion is used in our everyday life, and how electricity & magnetism is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts related to Force and Electricity
Energy
Renewable Non Renewable Sources
Energy Transformation
Forces
Contact Non Contact Forces
Newton's Law
Balanced Unbalanced Forces
Electrical Circuits
Circuits and Symbols
Drawing a circuit series and parallel
Voltmeter, Ammeter, Resisters, Volts, Amps, Ohm
Ohm's Law
Success criteria:
- I can give examples of various forms of energy
- I can give an example of Energy Transformation
- I can define force
- I can define friction
- I can differentiate between contact non contact forces
- I can draw balanced and unbalanced forces
- I can draw an electrical circuit.
- I can connect an electrical circuit in series and parallel
- I can differentiate between ammeter and voltmeter.
- I can state and understand the relationship between Current, Voltage and Resistance.
Session 1: Discussing the key words, terms , revising concepts
Session 2 - Quiz with Answers
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Context: Lets Celebrate
Big Ideas:
This term we focus on discovering what makes us unique and we celebrate our bodies. We have different phases in life, Childhood, Teenage, Adulthood and Oldage. We have to embrace and accept different phases and celebrate our body. Our focus in Science will be to learn about our body systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the various human organ systems structure & their function.
- identify the parts of the Human skeletal system.
- describe the structure and function of the human skeletal system.
- label skeleton worksheet as provided by the teacher.
- Education Perfect task
- Revising concepts, CAT Prep
- Dissection of Chicken wings, identifying the bones
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Context: Lets Celebrate
Big Ideas:
This term we focus on discovering what makes us unique and we celebrate our bodies. We have different phases in life, Childhood, Teenage, Adulthood and Oldage. We have to embrace and accept different phases and celebrate our body. Our focus in Science will be to learn about our body systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the various human organ systems structure & their function.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...comparing the various organ systems in the human body and selecting one system to explain its structure and function.
- identify the parts and functioning of Human Heart
- understand the flow of blood in human body between heart and lungs
- dissect safely and observe sheep heart, identify aorta, blood vessels, blood clots, left and right side of heart
- label heart link as provided by the teacher.
- Exercise and Recording pulse rate Activity
- Education Perfect task
- Revising concepts, CAT Prep
- Dissection of Sheep Heart
- We are EXPLORING...the various human organ systems structure & their function.
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Context: Lets Celebrate
Big Ideas:
This term we focus on discovering what makes us unique and we celebrate our bodies. We have different phases in life, Childhood, Teenage, Adulthood and Oldage. We have to embrace and accept different phases and celebrate our body. Our focus in Science will be to learn about our body systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the various human organ systems structure & their function.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...comparing the various organ systems in the human body and selecting one system to explain its structure and function.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... a slide presentation of our chosen organ system by collaborating in a group of 3 and demonstrating our understanding of the structure, role and function of the chosen organ system.
- identify the parts of the sheep's eye which is similar in humans.
- describe the structure and function of the eye.
- dissect safely and observe sheep eye
- Exploring other Systems in Human Body and presenting
- Revising concepts, CAT Prep
- Dissection of Sheep Eye
Websites and Links
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Context: Lets Celebrate
Big Ideas:
This term we focus on discovering what makes us unique and we celebrate our bodies. We have different phases in life, Childhood, Teenage, Adulthood and Oldage. We have to embrace and accept different phases and celebrate our body. Our focus in Science will be to learn about our body systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
Learning Intentions:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the various human organ systems structure & their function.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...comparing the various organ systems in the human body and selecting one system to explain its structure and function.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... a slide presentation of our chosen organ system by collaborating in a group of 3 and demonstrating our understanding of the structure, role and function of the chosen organ system.
- identify the parts of Sheeps's Respiratory system
- describe the structure and function of respiratory organs
- dissect safely and observe sheep trachea and lungs
- EP Task
- Understanding the functioning of Lungs and heart together
- Dissection of Sheep Trachea and lungs
Websites and Links
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CAT WEEK
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WORK EXPERIENCE WEEK
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