9C2 Science
Weekly outline
-
-
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, organs and organ systems 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:
- basic understanding of cells specialization to form tissues and tissues forming the organ system.
- identify the parts of the Human digestive system.
- describe the structure and function of the human system.
- Activities and worksheet as provided.
- Draw a neat labelled diagram of the human digestive system in your Science book.
- Brain Pop task - All about the human body
- Education Perfect tasks
- Vocab activities
- Specialised cells and Organ systems
- Human Digestive system
Class Task:
-
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, organs and organ 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 sytem's structure & their function.
- identify the parts of the various organ systems.
- describe the structure and function of my chosen organ system.
- Activities and worksheet as provided by the teacher.
- Draw a neat labelled diagram of the human heart in your Science book.
- Brain Pop tasks - Circulatory sytem & the Brain Movie
- Education Perfect tasks
- Organ system - Cardio vascular system.
- Human Digestive system - over due task
-
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, organs and organ systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
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...design and construct a model 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 heart & the eye which is similar in humans.
- describe the structure and function of the heart & eye.
- Dissection of the Sheep Heart & Eyeball
- Complete the labeling activity from Google Classroom by Friday 8th April
- Assessment slide presentation - Choose an organ system and describe its structure, function & how it relates to other organ systems.
9C2
Week 10
Week 11
Organ system Slide presentation is due.
Monday Session 1
Heart dissection
Labeling of the Heart worksheet
30 min - Organ system - Group work
Science Fair Topic brainstorming
Tuesday Session 1
Organ system - Group work
EP Assessment 1 Task
Thursday Session 2
Eye dissection
Labeling of Eye worksheet
Science Fair Topic finalisation
-
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, organs and organ systems makes us who we are.
5c's - Collaboration, Communication, Critical Thinking, Creativity & Citizenship
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 heart & the eye which is similar in humans.
- describe the structure and function of the heart & eye.
- Assessment task - Working in Groups of 3 - Research & Investigate the an organ system. Present your research as a Slide presentation - This could be about 3 slides. It must include:
- structure, role and function of the chosen organ system.
- how this system works along with other organ systems
- Education Perfect assessment task - 60 min covering all aspects of Cells, cell organelles. Digestive system and circulatory systems - terms & labelling of parts.
9C2
Week 11
Organ system Slide presentation is due Thursday 14th April.
Monday Session 1
Organ system - Group work
Tuesday Session 1
Organ system - Group work Thursday Session 2
EP Assessment 1 Task
-
-
-
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
-
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- Safety in the Lab. Pg 7-10- Identifying Hazardous Materials in the Laboratory (Group 1)
- Using the bunsen burner (Group 2)
- Group swap for activity.
- 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.
-
-
-
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
-
-
-
- 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 about Acids and Bases
- be able read measurements and graph results during an investigation.
Session 1:- Separating mixtures - Chromatography & Mixture of Sand, Sand, Water & Iron filing.
- Reading scales, measurement of liquids and graphing task Scipad pgs 17-19 & 24 -25
- Acids & Bases - Lab Practical investigation in Groups of 3 (Assigned by teacher)
- Education Perfect tasks
- Science Fair Project
- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
-
- 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:
- define and describe the following concepts
- Solutions, Solutes, Solvents, concentration and dilution
- develop the skills on observation, investigating and making a record of observations.
- making inferences from observations.
Session 1:- Investigating Solutions - Substances that are soluble or insoluble in water. Factors that influence solubility. Scipad pgs 39 & 40
- Investigating Concentrations - More molecules in an aqueous solution means concentration and dilution means less molecules. Scipad pgs 41 & 42
- Science Fair Project
- We are FOCUSING...
developing
skills to investigate the structure of chemical substances and their properties
-
- 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
-
-
-
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 Energy, energy transformations & renewable & non-renewable sources of energy This week our focus is on completing our Science Fair projects
- Introduction to Energy - a recap of prior knowledge
- What is Energy?
- Where do we get energy from - Sources?
Session 1 & 2 - Completing Science Fair Project
-
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 Energy, energy transformations & renewable & non-renewable sources of energy
- I can define what is energy and give examples.
- I can differentiate between: a) Kinetic and Potential energy b)Renewable and non-renewable sources of energy with examples
- I can describe how energy changes from one form to another
- Follow teacher instructions
- Watch the following videos
- Make notes in your Science book.
- Complete the assigned Education Perfect tasks
-
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.
-
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.
-
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Waves by classifying the type of waves.
- I understand the concept of wave
- I can differentiate between transverse wave and longitudinal wave.
- I can draw and label wave
- Follow teacher's instructions - Watch the video below in class.
- Write down the notes given
- Create waves using rope, slinkey, water tub and tuning fork; observe, identify and explain.
- Draw the labelled diagram of wave
-
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Waves by classifying the type of waves.
- I can draw and label wave
- I can differentiate between loudness and pitch of the sound
- I can differentiate between loud sound wave and soft sound wave
- I can differentiate between high pitch sound wave and deep sound wave
- Follow teacher's instructions - Watch the video below in class.
- Write down the notes given
- Create waves using rope, slinkey, water tub and tuning fork; observe, identify and explain.
- Creating sounds in the classroom and identifying the differences.
- Drawing waves based on sound created.
- Draw the labelled diagram of wave
-
.
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Light Waves
Sources of Light
Properties of Light
Reflection, Refraction
Ray Diagrams
- I can list sources of light
- I can state 3 properties of light
- I can demonstrate reflection of light and refraction of light through Ray Box.
- I can explain reflection and refraction of light with ray diagrams
- Follow teacher's instructions - Watch the video below in class.
- Write down the notes given.
- Bell jar experiment.
- Using Ray Box and mirrors for reflection.
- Using Ray box, semicircular, rectangular and trapezoid lens for refraction.
- Draw the labelled diagram of reflected light and refracted light.
- We are EXPLORING...the concepts relating to Light Waves
-
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concepts relating to Light Waves. Refraction, Diffraction , Prism
- I can draw reflected, refracted light diagrams
- I can differentiate between reflection and refraction
- I can explain why the objects around us are visible in different colors
- I can understand the spectrum of light
- Follow teacher's instructions - Watch the video below in class.
- Write down the notes given
- Prism activity- Using sunlight or ray box generate spectrum of light
- Drawing ray diagrams
-
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
ASSESSMENT 2. SOUND ENERGY
Activity:
Students will answer the questions by making a video or prepare a slideshow. They will explain concepts related to sound and energy and draw labelled diagram of Sound waves.
-
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 and motion, Light and Sound energy is used in our everyday life, and how energy changes and conservation of energy is useful for human society to progress in technology.
EXPLORE / TŪHURA learning intentions:
- We are REVISING...the concepts relating to Energy, Energy Transformation, Sound Waves and Light Waves.
- I can answer the questions based on my learning this term.
- QUIZ TIME
-
-
-
Learning Intentions:
Achievement Objective:
- Distinguish between an element and a compound, a pure substance and a mixture at particle level.
Reflect learning intentions:
- We are revising the concepts related to mixtures, compounds, solutions. and hazards in laboratory
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to conduct simple experiments separating mixtures and solute from solvent.
- Success Criteria: I can/have:
- draw a neat labeled diagram of separating mixtures using different processes
- Identify solute and solvent form solution.
- Differentiate between diluted, saturated and concentrated solution
- differentiate between elements, mixtures, compounds and
- identify the hazard signs in the laboratory and can take precautions needed
- Completing table for hazard identification and writing down the precautions to be taken.
- Drawing and labelling diagram for separating sand, salt and water.
- Writing method for separating mixture of sand, salt and water.
- draw a neat labeled diagram of separating mixtures using different processes
-
Learning Intentions:
Achievement Objective:- Build on prior experiences, working together to share and examine their own and others’ knowledge.
- Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
Reflect learning intentions:
- We are revising the concepts related to chromatography, living, non-living things, plant and animal cells.
- Drawing and studying graph
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to revise concepts related to Microscope, drawing labelling and recollecting functions of each part.
- Discussing uses and need of microscopes.
- Observing various plant and animal slides under microscope
- Practicing focusing slides under microscope under various magnifying lenses.
- Draw graphs on paper and on google excel-sheet.
- Success Criteria: I can/have:
- differentiate between living, non-living and once-living
- differentiate between plant and animal cell
- draw a neat labeled diagram of Microscope
- describe uses and need of microscope
- focus a plant or animal slide under the microscope
- identify various organelles of plant an animal cells under microscope
- Identifying cell organelles of given plant and animal cell under the microscope.
- Drawing and labelling diagram of microscope
- Drawing graphs and answering questions from given graph
-
Learning Intentions:
Achievement Objective:
- Build on prior experiences, working together to share and examine their own and others’ knowledge.
- Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
Reflect learning intentions:
- We are revising the concepts related to chromatography, living, non-living things, plant and animal cells.
- Drawing and studying graph
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to explore and study Environmental pollution, causes, effects, probable sloution.
- Draw graphs on paper and on google excel-sheet.
- Success Criteria: I can/have:
- answer the critical problems that are affecting the environment.
- understand the various pollutions occurring in nature and can find probable solutions to over come the problem.
- study graph and answer the questions given
- CAT PREP Critical Thinking Unseen passage
- Answering questions from given graph
- Pollution Study- Selecting a type of pollution and studying its causes, effects, finding solutions, preventive measures and conservation of the environment.
-
Learning Intentions:
Achievement Objective:
- Build on prior experiences, working together to share and examine their own and others’ knowledge.
- Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
Reflect learning intentions:
- We are revising the concepts related to chromatography, living, non-living things, plant and animal cells.
- Drawing and studying graph
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to explore and study parts of plants, process of photosynthesis, the reaction and structure of flower
- Draw labelled diagram of plant and structure of flower
- Success Criteria: I can/have:
- identify parts of plant and write its functions
- understand the process of photosynthesis
- study flower; Structure and function
- Revising parts of plant. Studying parts of flower, Dissecting flowers and identifying its parts and function
- CAT PREP
- Photosynthesis, Experiments and simple observations that shows light and carbon dioxide are required for the process of photosynthesis.
-
CAT WEEK
-
Learning Intentions:
Living World
Achievement Objective:- Investigate the interdependence of living things (including humans) in an ecosystem.
Reflect learning intentions:
- We are exploring Career Options available for Life Sciences
- We are understanding how living things around are interdependent.
- All living things interact and have effect on each other
- Different Ecosystems
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to explore and study parts of plants, process of photosynthesis, the reaction and structure of flower
- Draw Ecosystems, Food chain, Food Web, Energy Pyramid
- Success Criteria: I can/have:
- define ecosystem
- understand that the living things interact and they depend on each other
- explain and draw the food chain
- describe and five examples ecological pyramid
- Research - Career options in Life Sciences
- Ecology- Components of Ecosystem and Examples
- Food Chain, Food Web, Energy Flow.
-
-
:max_bytes(150000):strip_icc()/types-of-cells-in-the-body-373388-v3-5b76f0ad46e0fb0050ba820e.png)
