Weekly outline

  • General

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  • Term 1 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...nature and the environment in New Zealand by investigating the life processes of plants and animals
    • We are EXPLORING...nature and the environment in New Zealand by observing species interactions
    • We are EXPLORING...nature and the environment by investigating the characteristics of all living things

  • Term 1 Week 2

    EXPLORE / TŪHURA

    Learning intentions:

    • We are EXPLORING...nature and the environment in New Zealand by investigating the life processes of plants and animals
    • We are EXPLORING...nature and the environment in New Zealand by observing species interactions
    • We are EXPLORING...nature and the environment by investigating the characteristics of all living things

    Success Criteria:
    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 




    Activities:

    Do Now: pick out the hazards on the science lab safety printout https://docs.google.com/document/d/1tnm7JY0D2HawsT3oVd_fvTMNsCmREN3T/edit 


    Watch video on mrs c gren https://www.youtube.com/watch?v=jpO52VTHecQ 


    Definition activity on MRS C GREN

    • Extension: are water, air, and fire alive?


    Are cars alive? Why not? - activity on the whiteboard



  • Term 1 Week 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms

    - I can identify the direction of energy flow in a food chain 


    - My cell diagram has:

    • A title

    • A drawing that fits most of the a4 page

    • Labelled parts of the cell

    • My name at the top of the page



    Activities    :

    Do Now: complete worksheet on animal and plant cells.


    Class discussion about the various organelles in cells


    Cell organelles and function:

    • Students have table with organelles listed, and are asked to fill in their description and function based on page on their table (each table has one page with one organelle), then page given to next table 


    Cell organelles anagram activity



    Watch video on introduction to cells

    https://www.youtube.com/watch?v=8IlzKri08kk 


    Cell structure quiz

    Viewing cells under a microscope and drawing scientific diagram of the cells. 

  • Term 1 Week 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 


    - My cell diagram has:

    • A title

    • A drawing that fits most of the a4 page

    • Labelled parts of the cell

    • My name at the top of the page


    Activities:

    Do Now: look at your feedback on the cell diagram you drew last lesson


    Drawing cell diagrams practice

    • Only finish this task when you can show me a satisfactory diagram

    • For those that finish early: science game I posted on GC


    Cell Respiration aerobic vs anaerobic student research project



  • Term 1 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 


    Activities:

    Do Now: answer questions about respiration


    Description of photosynthesis and its equation 


    Photosynthesis video: https://www.youtube.com/watch?v=CMiPYHNNg28 


    Complete photosynthesis diagram


    Explanation on how to conduct scientific experiments

    • Fair test

    • variables


    Get into groups and start designing experiment.

    Photosynthesis crossword and completing photosynthesis sentences. 

    Designing experiment and filling in hypothesis and method



  • Term 1 Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.

    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 


    Activities:

    Stomata viewing under microscope using nail polish, tape and microscope slides. 

    Count the number of stomata that you can see at 100x magnification. Is this different for different plants? Different parts of the leaf?

    Labelling diagram of leaf parts. 

    Groups are doing their photosynthesis (leaf discs) experiments.


  • Term 1 Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.

     

    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have.
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain 


    Activities:

    Learning about the parts of a flower

    Flower video: https://www.youtube.com/watch?v=cG7cK1vV9vg 


    Reading paragraph and answering questions based on info in the paragraph. 

    Making flower model


    Traditional use of Harakeke (flax)

    - Reading paragraph and answering questions based on info in the paragraph.


    Student own research on a chosen Rongoa plant and what it was used for, how, etc

    Flower dissection

  • Term 1 Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria: 

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have. 
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain



    Activities:

    Class discussion of different methods of seed dispersal.


    Design own seeds that are dispersed in different ways


    Making “seeds” out of paper and seeing who can get it “dispersed” the furthest.


    Ecology class discussion. 

    Writing definitions of key words: habitat, ecology, organism, abiotic and biotic factors. 

    Scipad: Habitats and Adaptations worksheets.


    Seed germination practical

    - Growing mustard seeds



  • Term 1 Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have. 
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain


    Activities:

    Making predator-prey game cards

    - justify why one animal design is prey: features, how it eats, how it hides/gets away from predators

    - justify why one animal is predator: features, how it eats, how it catches prey


    Plotting graph

    - cat and rabbit population changes on a farm in Otago

  • Term 1 Week 10


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our trip to Tiritiri Matangi so that we can evaluate our learning on the trip
    • We are REFLECTING on our trip to Tiritiri Matangi so that we can link our classroom learning more strongly to nature in New Zealand


    Success Criteria:

    - I can articulate what I learned on the trip and summarise it into paragraphs


    Activity:

    Writing a short essay reflecting on trip to Tiritiri Matangi


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING on nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have. 
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain


    Activities:

    Food web worksheet.

    Making a food chain with string and naming plants and animals as a class.

    Food chains in the harbour worksheet.

    Making a model food chain poster

  • Term 1 Week 11

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...conservation in New Zealand by identifying species trends in New Zealand and their cause and response.
    • We are FOCUSING...nature and the environment by comparing and contrasting plants and animals.


    Success Criteria:

    - I can name the 8 characteristics of all living things
    - I can draw a scientific diagram with the features needed
    - I can recall the equation for photosynthesis. 
    - I can compare and contrast photosynthesis and respiration
    - I can explain why photosynthesis is important to me and all life on Earth. 
    - I have viewed stomata under a microscope.
    - I can explain what stomata do for the leaf.
    - I can label parts of a leaf
    - I can explain the function of the different parts of a leaf

    - I can label a flower diagram
    - I can identify different ways that NZ native plants can be used for Rongoa
    - I can recall and describe the different methods of seed dispersal.
    - I can recall and describe the process of seed germination.
    - I can recall and describe the requirements for seed germination.
    - I can define the terms habitat, ecology, and adaptations.
    - I can identify features of prey and predators
    - I can identify whether an animal is a predator or prey based on characteristics they have. 
    - I can use my knowledge of NZ animals and plants to create a food web that shows relationships between organisms
    - I can identify the direction of energy flow in a food chain


    Activities:

    Kahoots and blookets about NZ native animals and plants. 

    Finishing worksheets that I assigned in Week 10

    • Manage your time well and you should get them all done

    Extension:

    https://phet.colorado.edu/sims/html/natural-selection/latest/natural-selection_en.html 

    • Can you create a population of only brown bunnies? How?

    • Do brown bunnies get eaten more in the desert or snow?

  • School Holidays

  • School Holidays

  • Term 2 Week 1

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on producing an infographic about a species endemic to New Zealand so that we can demonstrate our learning


    Success Criteria:

    - I have created an infographic that has: 

    1. A title that explains what your project is about.
    2. Basic facts about the species: eg. its common name, Maori name, species (latin) name, where it is found, population numbers, conservation status
    3. A paragraph describing adaptations the species has that allows it to survive and respond to the environment (both natural and human induced) within its particular habitat.
    4. A pictorial representation of the New Zealand habitat and ecosystem that your species lives in. Including labels or lists of its abiotic and biotic factors. 
    5. A bibliography for the information you have collected
    6. Relevant pictures that represent the information you have collected


    Activities:

    - review of Ecology topic of last term: habitat, adaptations, producers and consumers, food chains and webs.

    - starting on assessment 1: creating an infographic about a species endemic to NZ

  • Term 2 Week 2

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on producing a an infographic about a species endemic to New Zealand so that we can demonstrate our learning


    Success Criteria:

    - I have created an infographic that has: 

    1. A title that explains what your project is about.
    2. Basic facts about the species: eg. its common name, Maori name, species (latin) name, where it is found, population numbers, conservation status
    3. A paragraph describing adaptations the species has that allows it to survive and respond to the environment (both natural and human induced) within its particular habitat.
    4. A pictorial representation of the New Zealand habitat and ecosystem that your species lives in. Including labels or lists of its abiotic and biotic factors. 
    5. A bibliography for the information you have collected
    6. Relevant pictures that represent the information you have collected


    Activities:

    - completing assessment 1 which is due on Friday 20th May at 4:00pm.

    - learning how to write a bibliography

  • Term 2 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING science fiction concepts so that we can have a better understanding of our place in the universe
    • We are EXPLORING planets and stars


    Success Criteria: I can/have...

    • define the terms day, month, year, astronomy, seasons, orbit, rotate, satellite, planet.
    • identify some key features of planets in the solar system
    • describe the four terrestrial planets in our solar system
    • describe the four gas giants in our solar system


    Activities:

    • Prior knowledge evaluation: what do you know already?
    • Solar system fact hunt
    • Solar system worksheet: learning the order of the planets and features of each planet (what the planet is made from, the length of a year on that planet, how far away it is from the sun)


    https://www.youtube.com/watch?v=libKVRa01L8

  • Term 2 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING science fiction concepts so that we can have a better understanding of our place in the universe
    • We are EXPLORING planets and stars


    Success Criteria: I can/have...

    • define the terms day, month, year, astronomy, seasons, orbit, rotate, satellite, planet.
    • identify some key features of planets in the solar system
    • describe the four terrestrial planets in our solar system
    • describe the four gas giants in our solar system

    Activities:

  • Term 2 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the impact of space on our everyday lives
    • We are FOCUSING on what planets are made of
    • We are FOCUSING on the sun and the characteristics of stars
    • We are FOCUSING on planet Earth by investigating why we have day, night, time zones, and seasons
    • We are FOCUSING on describing why solar and lunar eclipses occur


    Success Criteria: I can/have...

    • define a star
    • describe the cause of nighttime and daytime
    • define the speed of light
    • explain why we have seasons on earth
    • explain why we have timezones
    • draw a diagram of the moon phases
    • define a solar eclipse
    • define a lunar eclipse
    • compare and contrast solar and lunar eclipses

    Activities:

  • Term 2 Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the impact of space on our everyday lives
    • We are FOCUSING on what planets are made of
    • We are FOCUSING on the sun and the characteristics of stars
    • We are FOCUSING on planet Earth by investigating why we have day, night, time zones, and seasons
    • We are FOCUSING on describing why solar and lunar eclipses occur


    Success Criteria: I can/have...

    • define a star
    • describe the cause of nighttime and daytime
    • define the speed of light
    • explain why we have seasons on earth
    • explain why we have timezones
    • draw a diagram of the moon phases
    • define a solar eclipse
    • define a lunar eclipse
    • compare and contrast solar and lunar eclipses

    Activities:

  • Term 2 Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the impact of space on our everyday lives
    • We are FOCUSING on what planets are made of
    • We are FOCUSING on the sun and the characteristics of stars
    • We are FOCUSING on planet Earth by investigating why we have day, night, time zones, and seasons
    • We are FOCUSING on describing why solar and lunar eclipses occur


    Success Criteria: I can/have...

    • define a star
    • describe the cause of nighttime and daytime
    • define the speed of light
    • explain why we have seasons on earth
    • explain why we have timezones
    • draw a diagram of the moon phases
    • define a solar eclipse
    • define a lunar eclipse
    • compare and contrast solar and lunar eclipses

    Activities:

  • Term 2 Week 8

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on writing a report on Matariki so that we can demonstrate our understanding of the impact of stars on our everyday lives


    Success Criteria: I can/have...

    • define Matariki
    • identify the gaps in my knowledge about Matariki
    • research online the knowledge that I need to fill these gaps
    • identify ways that Matariki had an impact on Maori throughout history
    • identify ways that Matariki has an impact on my life


    Activities    :

  • Term 2 Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on writing a report on Matariki so that we can demonstrate our understanding of the impact of stars on our everyday lives


    Success Criteria: I can/have...

    • define Matariki
    • identify the gaps in my knowledge about Matariki
    • research online the knowledge that I need to fill these gaps
    • identify ways that Matariki had an impact on Maori throughout history
    • identify ways that Matariki has an impact on my life


    Activities:

  • Term 2 Week 10

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our learning about the solar system by researching and debunking conspiracy theories about the solar system


    Success Criteria: I can/have...

    • identify when ideas are/could be conspiracies
    • investigated the conspiracy of the moon landings being fake
    • drawn a conclusion on whether the moon landing happened or not


    Activities    :
    - watching a video about the moon landings
    - critically examining the evidence for and against the moon landings happening
    - deciding our own opinion on whether the moon landing happened or not

  • School Holidays

  • School Holidays

  • Term 3 Week 1

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our learning about the solar system by researching and debunking conspiracy theories about the solar system


    Success Criteria: I can/have...

    • identify when ideas are conspiracies
    • analyse evidence for and against scientific conspiracies
    • make my own opinion on whether I believe Earth is flat or spherical


    Activities:

    - analysing the evidence that the Earth is spherical
    - analysing the 'evidence' that Flat Earthers have that the Earth is flat
    - Flat Earth worksheet on Google Classroom

  • Term 3 Week 2

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the impact of space on our everyday lives
    • We are FOCUSING on what planets are made of
    • We are FOCUSING on the sun and the characteristics of stars
    • We are FOCUSING on planet Earth by investigating why we have day, night, time zones, and seasons
    • We are FOCUSING on describing why solar and lunar eclipses occur
    • We are FOCUSING on the planet Mars


    Success Criteria: I can/have: 

    • identify the features that Mars rovers need to work on Mars
    • recall features of the planet Mars


    Activities:

    - kahoot about Mars

    - EP task about Mars

    - analysing existing Mars rovers and identifying the features they share: why do they have these features?

    - Designing a Mars rover

  • Term 3 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... collaborative skills in science by investigating lab safety, equipment, and measuring.
    • We are EXPLORING...what the world is made of by investigating states of matter
    • We are EXPLORING...what the world is made of by investigating the particle nature of matter
    • We are EXPLORING... what the world is made of by classifying substances


    Success Criteria: I can/have: 

    • recall lab safety rules
    • identify and describe safety symbols
    • use scales and cylinders to measure volume and length accurately
    • construct graphs using tables of data


    Activities:

    - identifying on a drawing of a lab where rules are being broken by the students

    - writing lab rules in our books

    - drawing lab safety symbols in our books

    - lab safety blooket

    - safety symbols kahoot

    - getting our Bunsen Burner licences


  • Term 3 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... collaborative skills in science by investigating lab safety, equipment, and measuring.
    • We are EXPLORING...what the world is made of by investigating states of matter
    • We are EXPLORING...what the world is made of by investigating the particle nature of matter
    • We are EXPLORING... what the world is made of by classifying substances


    Success Criteria: I can/have: 

    • recall lab safety rules
    • identify and describe safety symbols
    • use scales and cylinders to measure volume and length accurately
    • construct graphs using tables of data


    Activities:

    - measuring various objects and substances with scales and measuring cylinders

    - designing a scientific investigation involving measurement of our feet, arms and heights

    - drawing up a graph with our results

  • Term 3 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on changing states of matter
    • We are FOCUSING...on separating mixtures
    • We are FOCUSING...on comparing mixtures and solutions


    Success Criteria: I can/have:

    • identify mixtures
    • separate mixtures by filtering
    • define the terms solvent, solute, and solution
    • separate solutions by evaporation
    • define the terms dilution and concentration


    Activities:

    - investigating the changing states of matter: measuring the temperature changes when ice cubes melt above the bunsen burner

    - creating an equipment setup that will filter dirty water

    - Mixtures EdPuzzle video

    - filtering dirty water using our equipment design involving sand, filter paper, rocks, etc

  • Term 3 Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on changing states of matter
    • We are FOCUSING...on separating mixtures
    • We are FOCUSING...on comparing mixtures and solutions


    Success Criteria: I can/have:

    • identify mixtures
    • separate mixtures by filtering
    • define the terms solvent, solute, and solution
    • separate solutions by evaporation
    • define the terms dilution and concentration


    Activities:

    - investigating solubility of sodium hydrogen carbonate and sodium chloride: which is more soluble in water? We will investigate this by dissolving tablespoons of each in water one at a time until no more dissolves. 

    - Worksheet on solutions on GC: what are the definitions of solute, solvent, mixture, solution etc. Name things tha can and cannot dissolve in water

    - Making a dilution series with potassium permanganate

  • Term 3 Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on changing states of matter
    • We are FOCUSING...on separating mixtures
    • We are FOCUSING...on comparing mixtures and solutions


    Success Criteria: I can/have:

    • identify mixtures
    • separate mixtures by filtering
    • define the terms solvent, solute, and solution
    • separate solutions by evaporation
    • define the terms dilution and concentration


    Activities:

    - evaporation of sodium sulphate over a bunsen burner - what can we see changing? What are we separating?

    - learning about the techniques used for separating mixtures

    - marker pen chromatography: separating mixtures of ink by using solvents such as glass cleaner and acetone 

  • Term 3 Week 8

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to design an experiment making cottage cheese so that we can demonstrate our understanding of scientific investigations and mixtures


    Success Criteria: I can/have: 

    • write an aim
    • write a hypothesis
    • write a method
    • write results
    • draw a graph based on experiment results
    • write a conclusion
    • write an analysis of your experiment results


    Activities:

    - Science assessment 2 on Google Classroom: https://classroom.google.com/c/NDYyNDYxNDM5NjYw/a/NTI3NTMwNDg5MzY5/details

  • Term 3 Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to design an experiment making cottage cheese so that we can demonstrate our understanding of scientific investigations and mixtures


    Success Criteria: I can/have: 

    • write an aim
    • write a hypothesis
    • write a method
    • write results
    • draw a graph based on experiment results
    • write a conclusion
    • write an analysis of your experiment results


    Activities:

    - Science assessment 2 on Google Classroom: https://classroom.google.com/c/NDYyNDYxNDM5NjYw/a/NTI3NTMwNDg5MzY5/details

    - Graphing worksheet on Google Classroom: how to draw a graph, features of a graph that need to be included, practicing drawing graphs and plotting points from a table of data

  • Term 3 Week 10

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our learning this term by undergoing a chemistry experiment while following all safety rules in the laboratory and writing conclusions based on our results.


    Success Criteria: I can/have: 

    • write an aim
    • write a hypothesis
    • write a method
    • write results
    • draw a graph based on experiment results
    • write a conclusion
    • write an analysis of your experiment results


    Activities:

    - Finishing the graphing worksheet on Google Classroom: how to draw a graph, features of a graph that need to be included, practicing drawing graphs and plotting points from a table of data

    - Education Perfect task on scientific method and graphing

    - Convection experiment: observing convection in a liquid, making sure we follow every safety rule in the lab and clean up the products and equipment promptly when asked to. 

  • School Holidays

  • School Holidays

  • Term 4 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING nutrition by organising foods into main food groups
    • We are EXPLORING nutrition by describing elements of a balanced diet and explain why they are essential to good health
    • We are EXPLORING energy by researching the term "energy" and classifying energy into common forms


    Success Criteria: I can/have: 

    • Name the main food groups and give examples of each
    • Make a meal plan for a person with specific nutrition requirements
    • Test if a food has complex sugars and test if a food has simple sugars


    Activity:

    Nutrition

    • Work in groups to name the 5 food groups and think of examples of each
    • Name the 6 main groups of nutrients and think of examples of each
    • Discussing the idea of a balanced diet and what that means for different people

    • Experiments: testing for simple sugars and testing for complex sugars





  • Term 4 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING nutrition by organising foods into main food groups
    • We are EXPLORING nutrition by describing elements of a balanced diet and explain why they are essential to good health
    • We are EXPLORING energy by researching the term "energy" and classifying energy into common forms


    Success Criteria: I can/have: 

    • Test if food has proteins and fats


    Activity:

    • Education perfect task: Nature of Science
    • Experiments: testing for protein and testing for fats


  • Term 4 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING nutrition by organising foods into main food groups
    • We are EXPLORING nutrition by describing elements of a balanced diet and explain why they are essential to good health
    • We are EXPLORING energy by researching the term "energy" and classifying energy into common forms


    Success Criteria: I can/have: 

    • Read a scientific article and pull out the important points
    • Identify effects of an unhealthy diet
    • Recall common forms of energy and recall the concept that energy cannot be created or destroyed, only changed


    Activity:

    • Education Perfect task on Energy forms
    • Read the article on Kwashiorkor disease (malnourishment)
    • Discuss the causes and effects of obesity


  • Term 4 Week 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the digestive system by discussing the organs that make up the digestive system
    • We are FOCUSING on eyes by describing the basic function and structure of the human eye
    • We are FOCUSING on light by describing the properties of light


    Success Criteria: I can/have: 

    • define the term energy
    • describe common forms of energy
    • recall the names and functions of different organs in the digestive system


    Activity:

    • Digestive system mix and match: matching the names of organs to their function, and naming the given organs based on their shape
    • Making a decision on what organ you think is the most important in the digestive system and justifying your decision to the class
    • Food and digestion word search


  • Term 4 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the digestive system by discussing the organs that make up the digestive system
    • We are FOCUSING on eyes by describing the basic function and structure of the human eye
    • We are FOCUSING on light by describing the properties of light


    Success Criteria: I can/have: 

    • label the parts of the eye
    • describe how the eye works


    Activity:

    • Completing a worksheet where you label each main part of the eye
    • Linking the function to the name of the part of the eye
    • Eye dissection



  • Term 4 Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the digestive system by discussing the organs that make up the digestive system
    • We are FOCUSING on eyes by describing the basic function and structure of the human eye
    • We are FOCUSING on light by describing the properties of light


    Success Criteria: I can/have: 

    • draw an accurate ray diagram
    • recall properties of light


    Activity:

    • drawing rays of light on a ray diagram
    • Light worksheet on Google Classroom
    • Observing the effect of convex and concave mirrors on rays of light


  • Term 4 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING nutrition by organising foods into main food groups
    • We are EXPLORING nutrition by describing elements of a balanced diet and explain why they are essential to good health
    • We are EXPLORING energy by researching the term "energy" and classifying energy into common forms
    • We are EXPLORING the effects of steroids on the form and function of the human body


    Success Criteria: I can/have: 

    • Recall positive and negative impacts of taking steroids on the human body


    Activity:

    • Researching the effects of taking steroids and finding why people take them


  • Term 4 Week 8