7W1 Global Studies
Section outline
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Week 2
Tēnā koutou, tēnā koutou, tēnā koutou katoa!
Kia Ora Y7 and welcome to your Global Studies course page for 2022. My name is Mrs. (Rajesh) Joshi and I will be your teacher of Global Studies this year. I was born and brought up in India. I moved to New Zealand about eight years back.
This page is where you will find all the necessary information required for your Global Studies course such as Learning Intentions and Success Criteria. All tasks, activities and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week. This will ensure that you are aware of any expectations we may have of you at that time.
I wish you a great year ahead at Water/MHJC and hope that together we will be able to grow our greatness.
Demonstrate that you practice the school values 'Learning to Learn (Ako), Compassion (Awhinatanga) Integrity (Pono) and Life-Long Learner (Wānanga)' in word and spirit. Learn and enjoy while you are here. Feel free to see me or email me if you have any concerns/questions about your learning. My email address is: rjoshi@mhjc.school.nz
This is a short week. We will get to know each other.
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Week 3
Kia Ora 7W1. Last week, you wrote about your family. On Monday, you will share your work with your class. Also this week, you will learn how to introduce yourself in Maori using your Mihi. You will write your Mihi and then present it to the class. You may use the given format.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Context: Kia Hono/Let's Connect
Activites:
-Sharing your work on 'My Family' from last week.
-Learning to write 'My Mihi.'
-Sharing your Mihi with your class.
Learning intention:
We are EXPLORING... identity by investigating our cultural and personal identity.
Success Criteria: I can/have...
- I can define identity, culture, heritage, diversity.
- I can name a culture/s that I identify with.
- I can describe important aspects of my personal and cultural identity.
Resources:
https://www.reomaori.co.nz/learn_your_mihi
Format:
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Week 4
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING…personal identity by investigating my own cultural and personal identity
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Context: Kia Hono/Let's Connect
Activities:
-Context Vocabulary
-Learning about 'Identity'
Success Criteria:
I can define identity, culture, heritage, diversity
I can name a culture/cultures that I identify with
I can recount my Mihi
I can define Taonga
I can describe important aspects of my personal identity
I can describe important aspects of my cultural identity
I can explain how my taonga represent my personal/cultural identity
I can reflect on two taonga that represent my culture and identity
I can define symbol and icon
I can give examples of important New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols with examples
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ -
Week 5
EXPLORE / TŪHURA learning intentions:- We are EXPLORING…personal identity by investigating my own cultural and personal identity
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Context: Kia Hono/Let's Connect
Activities:
-Discussing Context Vocabulary from last week
-Learning about 'Identity' (We couldn't do it last week due to Teacher's only day on Thursday)
Who Am I?
What shapes your identity?
What aspects of our identity do we show to others?
Success Criteria:
I can define identity, culture, heritage, diversity
I can name a culture/cultures that I identify with
I can recount my Mihi
I can define Taonga
I can describe important aspects of my personal identity
I can describe important aspects of my cultural identity
I can explain how my taonga represent my personal/cultural identity
I can reflect on two taonga that represent my culture and identity
I can define symbol and icon
I can give examples of important New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols with examples
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
https://www.facinghistory.org/resource-library/identity-and-community
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Week 6
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING…personal identity by investigating my own cultural and personal identity
- We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Activities:
-Learning about 'Culture and its components'
-Sharing about my own culture
Success Criteria:I can define identity, culture, heritage, diversity
I can name a culture/cultures that I identify with
I can recount my Mihi
I can define Taonga
I can describe important aspects of my personal identity
I can describe important aspects of my cultural identity
I can explain how my taonga represent my personal/cultural identity
I can reflect on two taonga that represent my culture and identity
I can define symbol and icon
I can give examples of important New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols with examples
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
https://www.youtube.com/watch?v=o32l-_U6nGY
https://www.youtube.com/watch?v=RwSYrsjTiW4
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Week 7
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... cultural identity and heritage by investigating important symbols of New Zealand Aotearoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Activities:
-Learning about important symbols of New Zealand Aotearoa
Success Criteria:I can define identity, culture, heritage, diversity
I can name a culture/cultures that I identify with
I can recount my Mihi
I can define Taonga
I can describe important aspects of my personal identity
I can describe important aspects of my cultural identity
I can explain how my taonga represent my personal/cultural identity
I can reflect on two taonga that represent my culture and identity
I can define symbol and icon
I can give examples of important New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols with examples
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
https://symbolsage.com/symbols-of-new-zealand-meaning/
https://kids.kiddle.co/National_symbols_of_New_Zealand
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Week 8
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Context: Kia Hono/Let's Connect
Activities:
-Learning about 'Taonga'
-Sharing our own Taonga
Success Criteria:
I can define identity, culture, heritage, diversity
I can name a culture/cultures that I identify with
I can recount my Mihi
I can define Taonga
I can describe important aspects of my personal identity
I can describe important aspects of my cultural identity
I can explain how my taonga represent my personal/cultural identity
I can reflect on two taonga that represent my culture and identity
I can define symbol and icon
I can give examples of important New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols
I can explain the importance of several New Zealand icons/symbols with examples
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
Story about Taonga
Worksheet on Taonga
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Week 9
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Activities: (Only 2 sessions today)
-Learning about different cultures around the world.
-Learning about 'Heritage.'
-Completing activities based on our learning.
Success Criteria:
I can name different ways people pass on and sustain heritage
I can describe how different cultures pass on and sustain heritage
I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua
I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland Resources:
https://www.youtube.com/watch?v=Pmw1Id2_CCM
https://www.youtube.com/watch?v=nf8DyjCz8UE
https://www.youtube.com/watch?v=KS4CC-PP2CQ
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Week 10
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... diversity by developing an understanding of the history and legacy of migration to Aotearoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Activities:
-Learning about migration.
-Learning about the reasons of migration.
-Completing activities based on our learning.
Success Criteria:
I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
https://www.youtube.com/watch?v=XDcG5xbCwDI
https://www.youtube.com/watch?v=4QrUegs-kUs
- We are EXPLORING... diversity by developing an understanding of the history and legacy of migration to Aotearoa
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Week 11
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... diversity by developing an understanding of the history and legacy of migration to Aotearoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
- We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.
Context: Kia Hono/Let's Connect
Activities:
-Learning about Maori migration to Aotearoa.
-Completing activities based on our learning.
Success Criteria:
I can define migration
I can identify a Māori waka
I can recall the estimated dates of Māori migration to NZ
I can locate different local Iwi
Recall important dates of European arrival in NZ
I can describe the reasons why people migrate
I can give examples of evidence of early settlement in NZ
I can describe the lifestyle of early Māori
I can describe modern patterns
I can explain how the migration of different groups has resulted in current cultural diversity in NZ I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ Resources:
https://www.learnz.org.nz/location192/bg-standard-f/m%C4%81ori-arrival-in-aotearoa#:~:text=M%C4%81ori%20are%20the%20indigenous%20people,history%20than%20any%20other%20country.
https://www.youtube.com/watch?v=AmGdmLW2HTo
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Term 2: Week 1
Kia Ora Y7. This week, we will unpack Term 2 context 'Staying Safe-Kia Noho Haumaru.' Also we will start our Assessment-1.
Big Idea: Staying Safe-Kia Noho Haumaru
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by analysing case studies
- We are exploring.....Natural Disasters by investigating their impact on communities
- We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters
- We are exploring….Communication by researching different sources of information and communicating it in an effective way.
- We are exploring … Social Media…by investigating the impact of internet and social media on people and society
- We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
- We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
-Unpacking Term 2 context.
-Assessment-1.
Success Criteria: I can/have….(Students ability to collect, present and analyse information)
I can identify Natural Disasters
I can name Natural Disasters
I can define Natural Disasters
I can describe Natural Disasters
I can identify an impact of Natural Disasters on communities
I can name impact/s of Natural Disasters on communities
I can define a few impacts of Natural Disasters on communities
I can describe impacts of Natural Disasters on communities
I can identify ways of staying safe in the event of Natural Disasters
I can name ways of staying safe in the event of Natural Disasters
I can define ways of staying safe in the event of Natural Disasters
I can describe ways of staying safe in the event of Natural Disasters
I can attempt to communicate a few facts from a source
I can communicate some facts from a source and attempt to use my own words
I can communicate some relevant facts from a few sources in my own words
I can communicate relevant and useful facts from reliable sources in my own words
Resources:
(Vocabulary)
(Definitions & types)
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Week 2
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by analysing case studies.
- We are exploring.....Natural Disasters by investigating their impact on communities.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Learning about 'Natural Disasters'
-Assessment-1.
Success Criteria: I can/have….(Students ability to collect, present and analyse information)
I can identify Natural Disasters
I can name Natural Disasters
I can define Natural Disasters
I can describe Natural Disasters
I can identify an impact of Natural Disasters on communities
I can name impact/s of Natural Disasters on communities
I can define a few impacts of Natural Disasters on communities
I can describe impacts of Natural Disasters on communities
Resources:
Assessment resources from last week
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Term 2: Week 3
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by analysing case studies.
- We are exploring.....Natural Disasters by investigating their impact on communities.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities: 2 sessions this week due to Teacher's Only Day on Monday
-Case study: Nepal earthquake.
-Completing KWL Chart on Google Classroom
-Assessment-1 (Submission date: 19th May)
Success Criteria: I can/have….(Students ability to collect, present and analyse information)
I can identify Natural Disasters
I can name Natural Disasters
I can define Natural Disasters
I can describe Natural Disasters
I can identify an impact of Natural Disasters on communities
I can name impact/s of Natural Disasters on communities
I can define a few impacts of Natural Disasters on communities
I can describe impacts of Natural Disasters on communities
Resources:
Nepal earthquake case-study -
Term 2: Week 4
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by analysing case studies.
- We are exploring.....Natural Disasters by investigating their impact on communities.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
-Case study: Christchurch earthquake.
-Class activities based on the case-study.
Success Criteria: I can/have….(Students ability to collect, present and analyse information)
I can identify Natural Disasters
I can name Natural Disasters
I can define Natural Disasters
I can describe Natural Disasters
I can identify an impact of Natural Disasters on communities
I can name impact/s of Natural Disasters on communities
I can define a few impacts of Natural Disasters on communities
I can describe impacts of Natural Disasters on communities
Resources:
Christchurch earthquake case-study
https://www.internetgeography.net/topics/christchurch-earthquake-case-study/
https://www.youtube.com/watch?v=LvNlmB_hAyw
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Term 2:Week 5
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by analysing case studies.
- We are exploring.....Natural Disasters by investigating their impact on communities.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Completing your video/podcast based on 'Christchurch earthquake.'
-Presenting your video/podcast based on 'Christchurch earthquake.'
Success Criteria: I can/have….(Students ability to collect, present and analyse information)
I can identify Natural Disasters
I can name Natural Disasters
I can define Natural Disasters
I can describe Natural Disasters
I can identify an impact of Natural Disasters on communities
I can name impact/s of Natural Disasters on communities
I can define a few impacts of Natural Disasters on communities
I can describe impacts of Natural Disasters on communities
Resources:
Students' Videos and Podcasts
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Term 2: Week 6
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Learning ways of staying safe in the event of Natural Disasters
Success Criteria:
I can identify ways of staying safe in the event of Natural Disasters
I can name ways of staying safe in the event of Natural Disasters
I can define ways of staying safe in the event of Natural Disasters
I can describe ways of staying safe in the event of Natural Disasters
Resources:
https://www.youtube.com/watch?v=OCjl6tp8dnw
https://www.youtube.com/watch?v=1IVbxpDvRvU
https://www.ready.gov/kids/be-ready-kids
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Term 2: Week 7
EXPLORE / TŪHURA learning intentions:
- We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
- We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:-Demonstrating your understanding of how to safe in the event of Natural Disasters
Success Criteria:
I can identify ways of staying safe in the event of Natural Disasters
I can name ways of staying safe in the event of Natural Disasters
I can define ways of staying safe in the event of Natural Disasters
I can describe ways of staying safe in the event of Natural Disasters
Resources:
Education Perfect:
https://app.educationperfect.com/app/dashboard/homework/6594488
Worksheet
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Term 2: Week 8
EXPLORE / TŪHURA learning intentions:
- We are exploring….Communication by researching different sources of information and communicating it in an effective way.
- We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Learning about communication technology
-Learning about different ways of communication
Success Criteria:
can attempt to communicate a few facts from a source
I can communicate some facts from a source and attempt to use my own words
I can communicate some relevant facts from a few sources in my own words
I can communicate relevant and useful facts from reliable sources in my own words
Resources:
PPT on Communication Technology
https://www.youtube.com/watch?v=oxTUC5I22LU
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Term 2: Week 9
EXPLORE / TŪHURA learning intentions:
- We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Learning about the ancient Egyptian communication 'Hieroglyphics.'
Learning about the 'Morse Code.'
-Activities based on our learning
Success Criteria:
can attempt to communicate a few facts from a source
I can communicate some facts from a source and attempt to use my own words
I can communicate some relevant facts from a few sources in my own words
I can communicate relevant and useful facts from reliable sources in my own words
Resources:
https://www.youtube.com/watch?v=YwiZltcWRwE
https://www.youtube.com/watch?v=I0C4BYy_EWQ
https://www.youtube.com/watch?v=N-KcLgXQVa4 (Morse Code)
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Term 2: Week 10
EXPLORE / TŪHURA learning intentions:
- We are exploring … Social Media…by investigating the impact of internet and social media on people and society.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.
Activities:
-Learning about 'Internet.'
-Learning about the impact of Internet and Social Media on our society.
-Activities based on our learning.
Success Criteria:
Resources:can attempt to communicate a few facts from a source
I can communicate some facts from a source and attempt to use my own words
I can communicate some relevant facts from a few sources in my own words
I can communicate relevant and useful facts from reliable sources in my own words
PPT on 'Impact of Internet'
PPT on 'Impact of Social Media'
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Term 3: Week 1
Kia Ora Students! Welcome back to school for Term 3. This term our context is “It’s all fun and games” in relation to the upcoming Commonwealth games from 28th July to 8th August 2022 at Birmingham. This week we will unpack the context.
Big Idea: It’s all fun and games
Activities:
-Unpacking the context.
-Co-constructing our learning intentions and success criteria for the term.
Resources:
https://www.youtube.com/watch?v=gVj1VdJwsfc
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Term 3: Week 2
This week, we are looking at the history of Commonwealth Games such as the timeline, different names of Commonwealth Games and how they have changed over the years.
Activities:
-Learning about the History of Commonwealth Games such as the timeline, different names of Commonwealth Games and how they have changed over the years.
-Learning about the host countries over the years.
Resources:
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Term 3: Week 3
BIG IDEA: IT'S ALL FUN & GAMES (COMMON WEALTH GAMES)
This week, we begin our Term 3 context. You will be learning about the History of Commonwealth Games. You will also learn about our selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa. Also you will learn about Commonwealth Games' values and establish connections with MHJC values.
This will be different for everybody depending on the member country you belong to. Later in the term, you will be required to research about your member country and share your findings.EXPLORE / TŪHURA learning intentions:
-We are EXPLORING...Commonwealth Games by discovering their History
-We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
-We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
- We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.
- We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)
Activities:
-Discussing the 'Common' and 'Wealth' of 'Commonwealth.'
-Give examples of different meanings of the words ‘Common’ and ‘Wealth’ and how this describes the aims of the Commonwealth.
-Summarise shared features of the Commonwealth countries.
-Create a shared definition of what it means to be part of the Commonwealth.
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
https://vimeo.com/555083650
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Term 3: Week 4
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.
Activities:
-Learning about different Commonwealth countries.
-Marking the Commonwealth countries on the world map.
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
http://www.youngcommonwealth.org/members/
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Term 3: Week 5
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
Activities:
-Comparing different Commonwealth countries on the bases of their population, land area, literacy rate and G.D.P. etc.
-Learning to use graphs for 'comparing & contrasting'
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
Graph Papers
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Term 3: Week 6
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
Activities:
-Learning to make a bar graph and a line graph for 'comparison/contrast'
-Making a graph using the medal tally of our selected 8 Commonwealth countries in 2022 games
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
Graph Papers
https://www.birmingham2022.com/medals
https://www.youtube.com/watch?v=ReW4MPqXTvA
https://www.youtube.com/watch?v=p4oOtkLvdGE
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Term 3: Week 7
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.
Activities:
-Learning about the values of Commonwealth Games.
-Learning to use a KWL chart.
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
https://www.insidethegames.biz/articles/1104661/social-purposehttps://www.futurelearn.com/info/courses/sport-inclusion/0/steps/41640
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Term 3: Week 8
EXPLORE / TŪHURA learning intentions:
We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.
Activities:
-Learning about MHJC values.
-Building connections between the Commonwealth Games values and MHJC values
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
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Term 3: Week 9
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
- We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.
- We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.
Activities:
Global Studies Assessment 2 to be submitted by 29th September; Thursday; 3 P.M. on MHOL.
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
Assessment details
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Term 3: Week 10
FOCUS / ARONGA learning intentions:
- We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
- We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.
- We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.
Activities: 2 sessions this week due to holiday on Monday
Global Studies Assessment 2 to be submitted by 29th September; Thursday; 3 P.M. on MHOL.
Success Criteria:
History of Commonwealth Games
I can explore a few aspects of History of Commonwealth Games
I can identify a few aspects of History of Commonwealth Games
I can focus on some aspects of History of Commonwealth Games
I can explain some aspects of History of Commonwealth Games
Selected Member Countries:
Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
I may attempt to find out a few things about my assigned country
I can identify a few things about some member countries
I can describe various aspects of member countries
I can confidently explain various aspects of member countries
Commonwealth Games’ Values such as Humanity, Equality and Destiny.
I can explore the Commonwealth Games’ Values
I can identify the Commonwealth Games’ Values
I can describe the Commonwealth Games’ Values
I can explain the Commonwealth Games’ Values
Making connections with MHJC values
I can explore the connections between the values of Commonwealth games and MHJC
I can identify the connections between the values of Commonwealth games and MHJC
I can describe the connections between the values of Commonwealth games and MHJC
I can explain the connections between the values of Commonwealth games and MHJC
Resources:
consult assessment resources from last week. -
Term 4: Week 1
Kia Ora 7W1. This term we are going to learn about 'Consumer Protection.'
"We aim to equip you with the knowledge, skills, attitudes and values to be informed and confident consumers. You will examine and describe the factors that influence people’s purchasing decisions.
Key concepts:
- Goods and services
- Market
- Services
- Choices
- Financial decision-making
Conceptual understanding:
- Financial decision-making is influenced by local and global markets and advertising and affects the community."
https://ssol.tki.org.nz/Social-studies-1-10/Teaching-and-learning/Learning-units
Activities:
-Learning 'Consumer Protection' vocabulary
-Understanding about 'Needs & Wants.'
Resources:
Vocabulary slides: https://docs.google.com/presentation/d/1Yw3PIVLjInLu2JT_sRELqL5Zgot2-p-PrLqonNMeGTE/edit?usp=sharing
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Term 4: Week 2
EXPLORE / TŪHURA learning intentions:
- We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
- We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
- We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising influences consumer behaviour.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.
PLAN & DO / WHAKAMAHI learning intentions:
Plan & Do- We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.
Big Idea: Kai & Kindness
Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities: (2 sessions this week)
Learning about 'Goods & Services.'
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Term 4: Week 3
EXPLORE / TŪHURA learning intentions:
We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising influences consumer behaviour.Big Idea: Kai & Kindness
Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities:
-Learning about the differences in 'Consumers & producers'
-Am I a consumer?
Resources:
https://www.youtube.com/watch?v=PAbBd0UjPzE
https://www.youtube.com/watch?v=dgJ0nw4hfBY -
Term 4: Week 4
EXPLORE / TŪHURA learning intentions:
We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities:
-Learning about consumers' rights
-Learning about consumers' responsibilities
Resources: -
Week 5
EXPLORE / TŪHURA learning intentions:
We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising
influences consumer behaviour.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.
PLAN & DO / WHAKAMAHI learning intentions:
Plan & Do- We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.
Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities:
-Learning how to be an informed consumer/customer.
-Learning how to complain about bad goods/services. -
Week 6
EXPLORE / TŪHURA learning intentions:
We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising
influences consumer behaviour.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.
PLAN & DO / WHAKAMAHI learning intentions:
Plan & Do- We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.
Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities:
-Learning how to be an informed consumer/customer.-Learning about 'Scams.'
-Learning how to deal with scams.
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Term 4:Week 7
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.
PLAN & DO / WHAKAMAHI learning intentions:
Plan & Do- We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.
Success Criteria:
Needs &Wants
I can identify the differences between wants & needs
I can name the differences between wants & needs
I can define the differences between wants & needs
I can describe the differences between wants & needs
Goods & Services
I can identify the differences between goods & services
I can name the differences between goods & services
I can define the differences between goods & services
I can describe the differences between goods & services
Rights & Responsibilities
I can identify the the rights and responsibilities of the consumers and producers
I can name a few rights and responsibilities of the consumers and producers
I can define the rights and responsibilities of the consumers and producers
I can describe the rights and responsibilities of the consumers and producers
Persuasive Advertising
I can identify how persuasive advertising influences consumer behaviour
I can define how persuasive advertising influences consumer behaviour
I can describe how persuasive advertising influences consumer behaviour
I can explain how persuasive advertising influences consumer behaviour
Activities:
-Learning how to be an informed consumer/customer.
-Learning how persuasive advertising influences consumer behaviour.
Resources:
https://www.youtube.com/watch?v=T9pafxa8cCY
