8C2 Science
Weekly outline
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...“our place” by discovering our position in the universe so that we understand where we are situated.
Kia ora...
Success Criteria: I can/have...
- Identify the different types of objects in the universe.
Activities:
- Brainstorm: What is Astronomy?
- Our Solar System Definitions (see Google Classroom).
Homework:
Title page due next Wednesday. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...“our place” by discovering our position in the universe so that we understand where we are situated.
Kia ora...
Success Criteria: I can/have...
- Identify the different types of objects in the universe.
- Find and name at least 3 significant constellations to Māori.
Activities:
- Complete Milky Way and Solar System poster (see google classroom for requirements).
- Māori Constellation google doc (see google classroom assignment).
Homework:
Title page due on Wednesday 16th February. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...“our place” by discovering our position in the universe so that we understand where we are situated.
Kia ora...
Success Criteria: I can/have...
- Name the stages of the lunar cycle.
Activities:
- The Moon Password Puzzle (see google classroom).
- Education Perfect: Phases of the Moon.
Homework:
Education Perfect: Phases of the Moon.
-
EXPLORE / TŪHURA learning intentions:
We are exploring “our place” by recognising the Māori perspective on our position in space so that we understand how they developed their scientific understandings of space.
We are focusing on “our place” by identifying how our position in space influences processes on earth so that we understand the relationship between the moon and the tides.
Kia ora...
Success Criteria: I can/have...
- Name the stages of the lunar cycle.
- Rephrase the descriptions of the months of the Māori lunar calendar, Maramataka.
- Explain the effects of the lunar cycle on the tides on Earth.
Activities:
- Recap: Watch video about moon shape (see google classroom).
- Matamaraka google doc: exploring the months of the Māori Lunar Calendar (see google classroom).
- Education Perfect: Tides.
Homework:
Education Perfect: Tides.
-
EXPLORE / TŪHURA learning intentions:
-
We are focusing on “our place” by identifying how our position in space influences processes on earth so that we understand the relationship between the moon and the tides.
Kia ora...
Success Criteria: I can/have...
- Name the stages of the lunar cycle.
- Explain the effects of the lunar cycle on the tides on Earth.
Activities:
- Practise Assessment: Explain the effects of the lunar cycle on the tides on Earth (see google classroom).
- Phases of the Moon with Oreos activity.
- Education Perfect: Tsunamis.
Homework:
Education Perfect: Tsunamis.
-
-
EXPLORE / TŪHURA learning intentions:
-
We are focusing on “our place” by clarifying the influence of tides on the organisms and habitats which exist in the tidal environment.
Kia ora...
Success Criteria: I can/have...
- Identify the tidal zones of beaches.
- Memorise the definition of ‘environment’ and give examples of different types.
- Recognise how adaptations allow organisms to survive in the intertidal zone.
Activities:
- Tidal zone definition match (see google classroom).
- EP: Environments.
- Design a muman (in class).
- Marine Organisms and Adaptations (see google classroom).
Homework:
Education Perfect: Adaptations.
-
-
EXPLORE / TŪHURA learning intentions:
-
We are focusing on “our place” by clarifying the influence of tides on the organisms and habitats which exist in the tidal environment.
Kia ora...
Success Criteria: I can/have...
- Identify mis-conceptions or gaps in knowledge about food webs.
- Draw a well-researched, species-specific food web.
Activities:
- Food web misconceptions (done in class).
- Food web powerpoint (in google classroom).
- Species-specific food web (done in class).
Homework:
Education Perfect: Rock Pool Environments.
-
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on “our place” by clarifying the influence of tides on the organisms and habitats which exist in the tidal environment.
Kia ora...
Success Criteria: I can/have...
- Summarise the impact of microplastics in the marine environment.
- Design a poster bringing awareness and offering solutions to the issue of microplastics in the marine environment.
Activities:
- Summarise microplastics article (on google classroom).
- Create a poster on Canva to raise awareness about the issue of microplastics and offer a solution.
Homework:
Finish ALL overdue Education Perfect lessons.
-
-
-
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concept of Effective Systems by recognising the components of the scientific method.
Success Criteria: I can/have...
-
List the steps in the scientific method.
-
Select a relevant research question for our term long science fair project.
-
Identify what a dependent and independent variable is.
-
Describe the independent and dependent variables in my science fair investigation.
Activities:
-
What is the scientific method? on google classroom.
-
Decide on your science fair research question.
-
What are variables? Video on google classroom.
-
Describe the independent and dependent variables in your science fair investigation.
-
Science fair title.
Homework:
Education Perfect: Variables. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING ...the concept of Effective Systems by recognising the components of the scientific method.
- We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .
Success Criteria: I can/have...
- Explain why I have decided to undergo this scientific investigation.
- Discuss the relevance of my scientific investigation in the introduction of my project.
- Recognise the aim of my science fair project.
- Summarise what a hypothesis is.
- Construct a hypothesis to explain my science fair investigation.
- Complete Week One slides (slides 1, 4, 5 (Q2, 3), 6, and log book week 1.
- How to write an introduction. Must include the three components: 1) Why is the area of research you picked important? 2) Describe what is known about the topic and what information is missing. 3) State the question or objection.
- Write your introduction in the science fair slide show.
- How to write an aim. What is an aim? Statement about the purpose of the investigation, starts with “to”. Write aim in slide show.
- What is a hypothesis: testable explanation, best educated guess of what you think you will discover. If the (dependent variable) is related to (independent variable), then (prediction). This is because (explanation).
- https://static.nsta.org/ecybermission-files/helpdocs/Constructing%20a%20Hypothesis%20Worksheet%20Without%20Answers.pdf Create a hypothesis exercise.
- Write hypothesis in slide show.
Homework:
Education Perfect: Energy Forms
-
EXPLORE / TŪHURA learning intentions:- We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .
Success Criteria: I can/have...Discuss the importance of fair testing and examine how the control, apparatus, and variables can modify an experimental outcome.
Identify the equipment needed to test my hypothesis.
-
Identify and list the steps needed in my science fair investigation method.
Complete Week Three slides (17 -20) and log book week 3.
Education Perfect: Fair Testing.
Education Perfect: Repeatability, reliability, accuracy.
Homework:
Ensure all science fair slides are up to date.
-
EXPLORE / TŪHURA learning intentions:- We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .
We are EXPLORING the concept of Effective Systems by discovering how energy influences patterns and trends for everyday examples of physical phenomena.
Success Criteria: I can/have...Test my science fair investigation thoroughly by following the concept of fair testing.
-
Describe how energy is transformed and provide examples from lab work.
-
Begin science fair testing/set up experiments.
-
Lab - energy transformation task.
- Energy transformation write up.
Homework:
Ensure all science fair slides are up to date + continue experimenting.
-
EXPLORE / TŪHURA learning intentions:- We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .
We are EXPLORING the concept of Effective Systems by discovering how energy influences patterns and trends for everyday examples of physical phenomena.
Success Criteria: I can/have...Test my science fair investigation thoroughly by following the concept of fair testing.
-
Describe how energy is transformed and provide examples from lab work.
-
Science fair testing/set up experiments.
-
Education Perfect tasks x 2
- Energy Poster - requirements on google classroom.
Homework:
Ensure all science fair slides are up to date + continue experimenting.
-
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.
We are EXPLORING the concept of Effective Systems by discovering how energy influences patterns and trends for everyday examples of physical phenomena.
Kia ora...
Success Criteria: I can/have...
- Identify how to present our science fair results in the optimal way.
- Illustrate the findings of our scientific investigations using a graph.
- Analyse and interpret graphs to infer what they tell us.
- Recognise energy transformations occurring with the energy circus kit.
Activities:
- EP: Interpreting Graphs.
- Science Fair Slides - Results + Conclusions.
- Finish energy poster.
- Energy Circus (on google classroom).
Homework:
Ensure all science fair slides are up to date.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.
We are EXPLORING the concept of Effective Systems by discovering how energy influences patterns and trends for everyday examples of physical phenomena.
Kia ora...
Success Criteria: I can/have...
- Illustrate the findings of our scientific investigations using a graph.
- Analyse and interpret graphs to infer what they tell us.
- Describe the energy transformations occurring on a roller coaster.
Activities:
- Roller Coaster Design
- Science Fair Slides - Conclusions.
- Finish energy poster.
- EP: Evaluating in Science.
Homework:
Ensure all science fair slides are up to date.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.
Success Criteria: I can/have...
Interpret my results to create a conclusion about my science fair findings.
Discuss the findings of my science fair investigation and explain whether my hypothesis was supported or not.
-
Evaluate and reflect on my science fair investigation findings to examine and critique the accuracy of my results and conclusions.
-
Theorise how my science fair findings could be applied in society or everyday life.
Activities:
- Science fair slides - conclusion, discussion, evaluation, application, heading, logs book, bibliography, consent forms gathered.
Homework:
Ensure all science fair slides are up to date. -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
- We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.
Kia ora...
Success Criteria: I can/have...
- Identify the components of my science fair which I will display in my presentation.
- Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.
Activities:
- All science fair slides completed.
- Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.
Homework:
Ensure all Science Fair slides are up to date. -
-
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
- We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.
Kia ora...
Success Criteria: I can/have...
- Identify the components of my science fair which I will display in my presentation.
- Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.
Activities:
- All science fair slides completed.
- Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.
Homework:
Ensure all Science Fair slides are up to date.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
- We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.
Kia ora...
Success Criteria: I can/have...
- Identify the components of my science fair which I will display in my presentation.
- Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.
Activities:
- All science fair slides completed.
- Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.
Homework:
Ensure all Science Fair slides are up to date.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
- We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.
Kia ora...
Success Criteria: I can/have...
- Identify the components of my science fair which I will display in my presentation.
- Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.
Activities:
- All science fair slides completed.
- Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.
Homework:
Ensure all Science Fair slides are up to date.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concept of relationships and their consequences by discovering how energy transfer is influenced by different materials.
Kia ora...
Success Criteria: I can/have...
- Define energy transfer.
- Identify everyday phenomena in which energy transfer occurs - where might you soon use it at school?
- Describe the ideas of conduction, convection, and radiation using the terms ‘particles’ and ‘waves’.
Activities:
- Education Perfect - conduction, convection, and radiation.
- Education Perfect - conductors and insulators.
Homework:
Finish science fair reflection.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the concept of relationships and their consequences by discovering how energy transfer is influenced by different materials.
Kia ora...
Success Criteria: I can/have...
- Explain the effect of conductors and insulators and how they work.
- Compare and contrast the effect of conductors and insulators.
- Evaluate the conductivity of different materials.
- Build a circuit in tech class which enables energy transfer to occur to light up your lamp.
Activities:
- EP - The speed of heat transfer.
- Conductors and Insulators activity (in class).
- Testing for conductivity lab + discussion questions.
Homework:
Education Perfect - Particle model in matter and Energy in Matter and Heat transfer.
-
EXPLORE / TŪHURA learning intentions:
- We are exploring the concept of relationships and their consequences by investigating the states of matter and how they change.
Kia ora...
Success Criteria: I can/have...
- Name the three states of matter.
Draw the movement of participles for each of the three stages of matter.
-
Describe the changes the states of matter go through.
-
Explain what is happening to the particles as they change their state.
Activities:
- Pretest - draw a particle model of ice, what is ice made of?
- EP: Introduction to particles + energy in matter and heat transfer.
- States of matter introduction.
- LAB: Separating sand and evaporating salt.
Homework:
Overdue EP.
-
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the concept of relationships and their consequences by comparing pure and impure substances.
Kia ora...
Success Criteria: I can/have...
- Describe the difference between elements, mixtures, and compounds.
- Recognise the meaning behind terms: compound, mixture, heterogenous, homogenous, pure, impure, solute, solvent, soluble, insoluble, colourless, clear.
- Describe different ways to separate a mixture.
- Relate different separation techniques to the solubility of different substances.
Activities:
- BBC Bitesize - elements, compounds and mixtures.
- BBC Bitesize - pure and impure substances.
- Concept map of all key ideas.
Homework:
All overdue tasks from last week - Brainpop and EP. -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the concept of relationships and their consequences by developing our understanding of chemical reactions.
Kia ora...
Success Criteria: I can/have...
- Explain what a chemical reaction is.
- Understand the various indicators of chemical change.
- Write a chemical reaction based on the description of the reaction.
- Interpret chemical reactions.
Activities:
- Education Perfect: Chemical Reactions.
- Education Perfect: Writing Word Reactions.
- Lab: Chemical Reactions.
-
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the concept of celebration by recognising the unique ecology of Aotearoa and how this has led to our diverse native species.
Kia ora...
Success Criteria: I can/have...
- Recall the unique features and species of NZ.
- Explain why unique species evolved in NZ.
Activities:
- Brainstorm (in class)
- EP: Aotearoa - past, present, future.
- Tane photo scavenger hunt.
Homework:
Complete table of understandings from EP lesson.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to justify our choice of Bird of the Year so that we can bring awareness to, and celebrate, the native bird species in Aotearoa.
Kia ora...
Success Criteria: I can/have...
- List our top 5 choices for Bird of the Year.
Explain and justify our selections for Bird of the Year.
-
Summarise your groups’ reason for selecting your chosen bird.
-
Design a tik tok or meme to promote voting for our selected Bird of the Year.
Activities:
- Table to justify individual choice of top 5 contenders (in class).
- Group activity for Bird of the Year + meme creation (google classroom).
Homework:
Overdue EP.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to justify our choice of Bird of the Year so that we can bring awareness to, and celebrate, the native bird species in Aotearoa.
Kia ora...
Success Criteria: I can/have...
- Explain and justify our selections for Bird of the Year.
- Share our social media content which is promoting voting for our choice of Bird of the Year.
- Use available research to devise a plan to increase protection of your Bird of the Year.
- Recall the difference between living and non-living things.
- Memorise the MRS C GREN acronym.
- Explain the 8 components of the MRS C GREN acronym and relate them to your BOTY choice.
Activities:
- Share social media content for BOTY in class.
- Strategies to protect birds (in class/GC).
- EP - MRS C GREN.
- Linking MRS C GREN to BOTY (in class).
Homework:
Overdue EP.
-
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the concept of celebration by developing an appreciation of the common life processes and body organisation of organisms despite their diverse habitats,
diets, behaviours, etc.
Kia ora...
Success Criteria: I can/have...
- Recognise what a cell looks like.
- Identify parts of a microscope and how they function.
- Apply our knowledge of microscope use to examining newspaper.
- Describe differences between a prokaryotic and eukaryotic cell.
Activities:
- EP - what do cells look like?
- Brain pop - Intro to microscopes.
- Lab - examining newspaper.
- EP - Prokaryotic vs Eukaryotic.
Homework:
All notes up to date.
- We are FOCUSING on the concept of celebration by developing an appreciation of the common life processes and body organisation of organisms despite their diverse habitats,
diets, behaviours, etc.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the concept of celebration by developing an appreciation of the common life processes and body organisation of organisms despite their diverse habitats,
diets, behaviours, etc.
Kia ora...
Success Criteria: I can/have...
- Explain what an animal cell looks like and examine the structure and function of organelles within it.
- Illustrate an animal cell.
- Explain what a plant cell looks like and examine the structure and function of organelles within it.
- Illustrate a plant cell.
- Examine our own cheek cells and onion cells using a microscope.
Activities:
- Notes - in class. Slides posted to google classroom on Wednesday.
- Brain pop - Cell Structure.
- Lab - examining cheek cells and onion cells.
- Brain pop - Cell Specialisation.
- EP - Topic test.
Homework:
All notes up to date.
- We are FOCUSING on the concept of celebration by developing an appreciation of the common life processes and body organisation of organisms despite their diverse habitats,
diets, behaviours, etc.
-
-
-