Weekly outline

  • General

  • 31 January - 6 February

  • 7 February - 13 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 









  • 14 February - 20 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 









  • 21 February - 27 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 










  • 28 February - 6 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 










  • 7 March - 13 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • tabulate the differences between plant & animal cells 
    • Understand how cells are adapted to their function 
    • Look and identify plant cells through the microscope 
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 











  • 14 March - 20 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 











  • 21 March - 27 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 28 March - 3 April



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 4 April - 10 April



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Investigate Pollination and pollinating agents 
    • Look at the classification of arthropods 
    • Look at the classification of vertebrates 
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 11 April - 17 April



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Understanding that we are all made up of different specialised cells. 
    • Recognising - cells == tissue == organ== organ system == organism 
    • Identifying all the organs in the human body 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Investigate Pollination and pollinating agents 
    • Look at the classification of arthropods 
    • Look at the classification of vertebrates 
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 18 April - 24 April



  • 25 April - 1 May

  • 2 May - 8 May


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Classification of Organisms by observing and researching the differences between Vertebrates
    • We are EXPLORING the water cycle by investigating and how water can be recycled and researching why it is important for survival
    • We are EXPLORING the different properties of water its chemical reactions by practically investigating this in the laboratory
    • We are EXPLORING physical principles of separating mixtures by carrying out various lab experiments
    • We are EXPLORING various means that organisms have in order to survive in an environment 

    Learning Intentions

    We are learning to (WALT)...
     -Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 











  • 9 May - 15 May


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Classification of Organisms by observing and researching the differences between Vertebrates
    • We are EXPLORING the water cycle by investigating and how water can be recycled and researching why it is important for survival
    • We are EXPLORING the different properties of water its chemical reactions by practically investigating this in the laboratory
    • We are EXPLORING physical principles of separating mixtures by carrying out various lab experiments
    • We are EXPLORING various means that organisms have in order to survive in an environment 

    Learning Intentions

    We are learning to (WALT)...
     -Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 











  • 16 May - 22 May



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 










  • 23 May - 29 May



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 30 May - 5 June



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 6 June - 12 June



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 13 June - 19 June



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 20 June - 26 June



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 27 June - 3 July



     

    Learning Intentions :  We are learning to (WALT)...

    • Understand the importance of the water cycle and water itself 
    • Understand the differences between elements, compounds, mixtures &  solutions. 
    • Investigate the different separating methods 
    • Understand the fire triangle and how to prevent a fire 
    • Identify the different bones of the skeleton and broken bones 
    • General First Aid Techniques 
    • How to keep safe in the bush 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    •  Describe the stages of the water cycle and why water is important. 
    • Practically separate mixtures. 
    • Describe the importance of the fire triangle and fire safety 
    • List the different bones in the body - and explain basic first aid techniques 
    • Explain how to keep safe in the bush 
    • Correctly describe different environments and what lives in these different ecosystems 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 4 July - 10 July

               

  • 11 July - 17 July

  • 18 July - 24 July

  • 25 July - 31 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 1 August - 7 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 8 August - 14 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 














  • 15 August - 21 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 














  • 22 August - 28 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 















  • 29 August - 4 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Briefly looking at Energy 
    • Investigating the different forms of energy 
    • Researching how our food provides us with energy through respiration 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 














  • 5 September - 11 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    LEARNING PLAN  :  

    This week you are going to work independently to complete the tasks above 

    Green - Everyone needs to complete 

    Blue - High achievers need to complete 

    Purple - super high achievers need to complete 


  • 12 September - 18 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 
















  • 19 September - 24 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 
















  • 26 September - 2 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the effects of forces practically and how these forces can cause movement
    • We are EXPLORING healthy diets by growing our own vegetables
    • We are EXPLORING how these healthy diets are digested by the body by researching and investigating the different parts of our digestive system



     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different forces 
    • Understand that a force is a push or a pull 
    • Discuss the 4 forces acting on an object 
    • Understand  that an unbalanced force is needed for movement 
    • Describe and experiment with forces
    • Practically investigate forces acting on an object 
    • Using formula, calculate forces 
    • Explain movement of objects in relation to surfaces and forces acting on them 
    • Success Criteria: I can/have...
    •  Successfully identify the different forces
    • Explain that a force is a push or a pull 
    • Explain that an unbalanced force is needed for movement
    • Be able to identify and draw the forces acting on an object 
    • Practically investigate the forces acting on moving objects 
    • Successfully calculate simple forces 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 
















  • 3 October - 9 October

       

  • 10 October - 16 October




     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different types of food types 
    • Understand that what each food type is necessary for 
    • Discuss different diet types 
    • Understand  that an unbalanced diet is bad for you and why 
    • Describe a balanced diet 
    • Discuss how this healthy food is INGESTED, DIGESTED, ABSORBED and EGESTED
    • Success Criteria: I can/have...
    •  Successfully identify the different food types 
    • Explain that a heathy diet is essential for well being 
    • Explain that an unbalanced diet can be bad for you and look briefly at deficiency diseases 
    • Be able to identify and label the different  parts of the digestive system 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


















  • 17 October - 23 October




     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different types of food types 
    • Understand that what each food type is necessary for 
    • Discuss different diet types 
    • Understand  that an unbalanced diet is bad for you and why 
    • Describe a balanced diet 
    • Discuss how this healthy food is INGESTED, DIGESTED, ABSORBED and EGESTED
    • Success Criteria: I can/have...
    •  Successfully identify the different food types 
    • Explain that a heathy diet is essential for well being 
    • Explain that an unbalanced diet can be bad for you and look briefly at deficiency diseases 
    • Be able to identify and label the different  parts of the digestive system 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


















  • 24 October - 30 October




     

    Learning Intentions :  We are learning to (WALT)...

    • Identify the names of different types of food types 
    • Understand that what each food type is necessary for 
    • Discuss different diet types 
    • Understand  that an unbalanced diet is bad for you and why 
    • Describe a balanced diet 
    • Discuss how this healthy food is INGESTED, DIGESTED, ABSORBED and EGESTED
    • Success Criteria: I can/have...
    •  Successfully identify the different food types 
    • Explain that a heathy diet is essential for well being 
    • Explain that an unbalanced diet can be bad for you and look briefly at deficiency diseases 
    • Be able to identify and label the different  parts of the digestive system 

    Activities:

    1. Google classroom activities 

    2. Education Perfect tasks 

    3. Brain pop 

    4. Various Videos on these topics 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


















  • 31 October - 6 November

  • 7 November - 13 November

  • 14 November - 20 November

  • 21 November - 27 November

  • 28 November - 4 December

  • 5 December - 11 December

  • 12 December - 18 December