Weekly outline

  • General

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  • Term 1 Week 1

  • Term 1 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.

    Kia ora...

    Success Criteria: I can/have...

    • Identify different types of rock in our local environment.

    Activities:

    1. What is geology, what does a geologist do?
    2. Differences between rock types (see google classroom).

    Homework:
    Education Perfect: The Rock Cycle. You will have one week to complete this assignment. 


  • Term 1 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.

    Kia ora...

    Success Criteria: I can/have...

    • Identify different types of rock in our local environment.

    Activities:

    1. Education Perfect “The Rock Cycle”. Completed in class on Monday.
    2. Lab: Rock ID (see google classroom). Done on Tuesday in F7.
    3. Summary of success criteria in poster form (see google classroom for requirements). Done on Friday.

    Homework:
    Title page due next Monday.



  • Term 1 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.

    Kia ora...

    Success Criteria: I can/have...

    • Summarise how weathering and erosion are different processes to form new soil. 

    • Describe how weathering and erosion leads to the formation of soils. 

    • Find out what soil is made of.

    Activities:

    1. Finish Poster (see google classroom for requirements).
    2. Education Perfect: Soil as a resource.
    3. Research: Describe how weathering and erosion are different processes and summarise how they work together to form new soil. (In books).
    4. What is in soil? Interactive Graphic Organiser https://www.sciencelearn.org.nz/resources/898-what-makes-up-soil
    5. Soil Password Puzzle (see google classroom).

    Homework:
    Finishing work from class if needed. 




  • Term 1 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.

    Kia ora...

    Success Criteria: I can/have...

    • Find out what soil is made of.

    • Restate the five main factors influencing soil formation. 

    • Observe differences in soil samples.

    Activities:

    1. What is in soil? Interactive Graphic Organiser (see google classroom).
    2. Soil Password Puzzle (see google classroom).
    3. Observing differences in soil (see google classroom).

    Homework:
    Using the 'Student handout: Collecting a soil sample' in google classroom, prepare your soil sample for Friday's class. 





  • Term 1 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.

    Kia ora...

    Success Criteria: I can/have...

    • Observe differences in soil samples.

    • Examine the properties of soil samples found in school.

    • Summarise how Māori were soil scientists. 

    Activities:

    1. Observing differences in soil (see google classroom).
    2. Soils are different cubes (to be done in class). Link to article to summarise from here: https://www.sciencelearn.org.nz/resources/891-soils-are-all-different
    3. Soil properties observation doc (on google classroom).
    4. Summarise Māori Soil Science article (on google classroom) and upload summary video to flipgrid - 7C1 join code - 04279c80, 7C2 join code - 6ca3a21e 

    Homework:
    Finishing five factors which influence soil formation cube. 






  • Term 1 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...“Our Place” by investigating the rock and soil which make up our local environment so that  we understand the origins of our local environment and how they were formed.
    • We are exploring “Our Place” by discovering life forms in our local environment so that we can understand which species belong in our area (are they native or introduced?).

    Kia ora...

    Success Criteria: I can/have...

    • Observe differences in soil samples.

    • Give examples of how soil is a habitat.

    Activities:

    1. Summarise Māori Soil Science article (on google classroom) and upload summary video to flipgrid - 7C1 join code - 04279c80, 7C2 join code - 6ca3a21e 
    2. Education Perfect: Living vs Non-living.
    3. Read through Soil as a Habitat article - https://www.sciencelearn.org.nz/resources/892-soil-is-a-habitat
    4. Education Perfect: Environments. 
    5. Making a Winogradsky column - https://www.sciencelearn.org.nz/resources/975-growing-soil-microbes

    Homework:
    Finishing five factors which influence soil formation cube. 







  • Term 1 Week 8

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are exploring “Our Place” by discovering life forms in our local environment so that we can understand which species belong in our area (are they native or introduced?).

    Kia ora...

    Success Criteria: I can/have...

    • Describe the ideas of native vs introduced species.

    • Compare/Contrast native and introduced species.

    Activities:

    1. Introduced and native species poster on Canva (discussed in class).
    2. Education Perfect: NZ Ecology.
    3. Sparrow vs Fantail observations + compare/contrast (done in class).

    Homework:

    Education Perfect: NZ Ecology. 







  • Term 1 Week 9

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are exploring “Our Place” by classifying life forms in our local environment so that we understand the broad groups of living things that use our local habitat.

    Kia ora...

    Success Criteria: I can/have...

    • Recognise the reason for classifying life forms on Earth.

    • Give examples of the taxonomy of studied species.

    Activities:

    1. Edpuzzle: Classification.
    2. Education Perfect: Classification. 
    3. Classify Me! Slideshow (on google classroom).

    Homework:

    Finish Education Perfect: NZ Ecology. 








  • Term 1 Week 10

    • Assignment icon
      Coast Y7 Term 1 Science Assessment Assignment
      Students must
      Mark as done

      This term we have been focusing on how rocks turn into soil and what then grows in this soil habitat. This assessment will display your understanding of how rocks and soil form and change our planet.

  • Term 1 Week 11

  • Holidays

  • Holidays

  • Term 2 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of Effective Systems by recognising the components of the scientific method.

    Success Criteria: I can/have...

    • List the steps in the scientific method. 

    • Select a relevant research question for our term long science fair project. 

    • Identify what a dependent and independent variable is.

    • Describe the independent and dependent variables in my science fair investigation.

    Activities:

    1. What is the scientific method? on google classroom.

    2. Decide on your science fair research question. 

    3. What are variables? Video on google classroom. 

    4. Describe the independent and dependent variables in your science fair investigation.

    5. Science fair title.

    Homework:
    Education Perfect: Variables. 


  • Term 2 Week 2

    EXPLORE / TŪHURA
    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...the concept of Effective Systems by recognising the components of the scientific method. 
    • We are EXPLORING...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe, question, research, experiment, analyse, interpret and display our findings.
    Kia ora...
    Success Criteria: I can/have...

    • Explain why I have decided to undergo this scientific investigation.
    • Discuss the relevance of my scientific investigation in the introduction of my project.
    • Recognise the aim of my science fair project. 
    • Summarise what a hypothesis is. 
    • Construct a hypothesis to explain my science fair investigation.
    Activities:

    1. Complete Week One slides (slides 1, 4, 5 (Q2, 3), 6, and log book week 1.
    2. How to write an introduction. Must include the three components: 1) Why is the area of research you picked important? 2) Describe what is known about the topic and what information is missing. 3) State the question or objection.
    3. Write your introduction in the science fair slide show.
    4. How to write an aim. What is an aim? Statement about the purpose of the investigation, starts with “to”. Write aim in slide show. 
    5. What is a hypothesis: testable explanation, best educated guess of what you think you will discover. If the (dependent variable) is related to (independent variable), then (prediction). This is because (explanation).
    6. https://static.nsta.org/ecybermission-files/helpdocs/Constructing%20a%20Hypothesis%20Worksheet%20Without%20Answers.pdf Create a hypothesis exercise. 
    7. Write hypothesis in slide show.

    Homework:
    Education Perfect: Introduction to forces.


  • Term 2 Week 3

    EXPLORE / TŪHURA
    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe, question, research, experiment, analyse, interpret and display our findings.
    Kia ora...
    Success Criteria: I can/have...

    • Discuss the importance of fair testing and examine how the control, apparatus, and variables can modify an experimental outcome.

    • Identify the equipment needed to test my hypothesis. 

    • Identify and list the steps needed in my science fair investigation  method.

    Activities:

    1. Complete Week Three slides (17 -20) and log book week 3.

    2. Education Perfect: Fair Testing.

    3. Education Perfect: Repeatability, reliability, accuracy.

    Homework:
    Ensure all science fair slides are up to date. 



  • Term 2 Week 4

    EXPLORE / TŪHURA
    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .

    • We are EXPLORING the concept of Effective Systems by discovering how forces and motion influence patterns and trends for everyday examples of physical phenomena.

    Kia ora...
    Success Criteria: I can/have...

    • Test my science fair investigation thoroughly by following the concept of fair testing.

    • Describe types of forces and understand how to illustrate how they are acting on an object. 

    • Apply our understanding of forces and motion on a balloon car design.

         Activities:

    1. Begin science fair testing/set up experiments.

    2. Note-taking on Forces.

    3. Balloon car challenge (in class).

    Homework:
    Ensure all science fair slides are up to date. 




  • Term 2 Week 5

    EXPLORE / TŪHURA
    EXPLORE / TŪHURA learning intentions:
    • We are EXPLORING ...the concept of Effective Systems by investigating our own scientific inquiries using the scientific method to observe , question , research , experiment , analyse , interpret and display our findings .

    • We are EXPLORING the concept of Effective Systems by discovering how forces and motion influence patterns and trends for everyday examples of physical phenomena.
    Kia ora...
    Success Criteria: I can/have...

    • Test my science fair investigation thoroughly by following the concept of fair testing.

    • Describe types of forces and understand how to illustrate how they are acting on an object. 

    • Apply our understanding of forces and motion on a balloon car design.

         Activities:

    1. Science fair testing/set up experiments.

    2. Balloon car challenge - follow up activity (on google classroom).

    3. Education Perfect: Units of Distance. 

    Homework:
    Ensure all science fair slides are up to date. 





  • Term 2 Week 6

  • Term 2 Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.

    • We are EXPLORING the concept of Effective Systems by discovering how forces and motion influence patterns and trends for everyday examples of physical phenomena.

      Kia ora...

      Success Criteria: I can/have...

      • Identify how to present our science fair results in the optimal way.
      • Illustrate the findings of our scientific investigations using a graph.
      • Analyse and interpret graphs to infer what they tell us. 

      Activities:

      1. Home learning task - balloon car challenge (on google classroom).
      2. Forces revision (in class). 
      3. EP: Constructing Graphs.
      4. EP: Interpreting Graphs.
      5. Science Fair Slides - Results + Conclusions.

      Homework:
      Ensure all science fair slides are up to date. 


  • Term 2 Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.

    • We are EXPLORING the concept of Effective Systems by discovering how forces and motion influence patterns and trends for everyday examples of physical phenomena.

      Kia ora...

      Success Criteria: I can/have...

      • Illustrate the findings of our scientific investigations using a graph.
      • Analyse and interpret graphs to infer what they tell us. 
      • Describe types of forces and understand how to illustrate how they are acting on a kite.

      Activities:

      1. How do kites fly? (research and diagrams in class, kite making in whānau).
      2. Science Fair Slides - Conclusions.
      3. EP: Evaluation in Science.

      Homework:
      Ensure all science fair slides are up to date. 



  • Term 2 Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the concept of Systems by describing and explaining our science fair investigation results.

    Success Criteria: I can/have...


    • Interpret my results to create a conclusion about my science fair findings.

    • Discuss the findings of my science fair investigation and explain whether my hypothesis was supported or not.

    • Evaluate and reflect on my science fair investigation findings to examine and critique the accuracy of my results and conclusions. 

    • Theorise how my science fair findings could be applied in society or everyday life.

    Activities:

    1. Science fair slides - conclusion, discussion, evaluation, application, heading, logs book, bibliography, consent forms gathered.

    Homework:
    Ensure all science fair slides are up to date.


  • Term 2 Week 10

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
    • We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.

    Kia ora...

    Success Criteria: I can/have...

    • Identify the components of my science fair which I will display in my presentation.
    • Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.

    Activities:

    1. All science fair slides completed.
    2. Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.

    Homework:
    Ensure all Science Fair slides are up to date.


  • Holidays

  • Holidays

  • Term 3 Week 1

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
    • We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.

    Kia ora...

    Success Criteria: I can/have...

    • Identify the components of my science fair which I will display in my presentation.
    • Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.

    Activities:

    1. All science fair slides completed.
    2. Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.

    Homework:
    Ensure all Science Fair slides are up to date.




  • Term 3 Week 2

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
    • We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.

    Kia ora...

    Success Criteria: I can/have...

    • Identify the components of my science fair which I will display in my presentation.
    • Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.

    Activities:

    1. All science fair slides completed.
    2. Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.

    Homework:
    Ensure all Science Fair slides are up to date.






  • Term 3 Week 3

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present our science fair investigations so that we can demonstrate our understanding of the concept of Systems through our use of the scientific method.
    • We are PLANNING to present our science fair investigations so that we can share the findings of our collaborative scientific investigation.

    Kia ora...

    Success Criteria: I can/have...

    • Identify the components of my science fair which I will display in my presentation.
    • Design and produce a science fair display board/slideshow to present and communicate the findings of my investigation to others.

    Activities:

    1. All science fair slides completed.
    2. Science fair presentations - either on a science fair board, slide show, poster, or other creative medium.

    Homework:
    Ensure all Science Fair slides are up to date.





    • Assignment icon
      Assessment 2: Science Fair Presentation Assignment
      Students must
      Mark as done

      During term two Coast explored the idea of effective systems and focused on the scientific method in Science. This enabled students to identify how the scientific method has been used to clarify understandings about how the world works.

      This assessment requires you to present your science fair investigation to the class within a time frame of 5 - 7 minutes.



  • Term 3 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of relationships and their consequences by investigating the states of matter and how they change.

    Kia ora...

    Success Criteria: I can/have...

    • Identify what matter is.
    • Identify what a particle is. 
    • Name the three states of matter.
    • Draw the movement of participles for each of the three stages of matter.
    • Describe the changes the states of matter go through.

    Activities:

    1. Education Perfect - Introduction to States of Matter.
    2. Google classroom task - Introduction to the States of Matter.
    3. Glossary task (in class).

    Homework:
    Finish all overdue science fair reflections and education perfect. 


  • Term 3 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of relationships and their consequences by investigating the states of matter and how they change.

    Kia ora...

    Success Criteria: I can/have...

    • Describe the changes the states of matter go through.
    • Illustrate the changes to the states of matter in a diagram.
    • Explain what is happening to the particles as they change their state.

    Activities:

    1. Education Perfect - States of Matter in Water.
    2. State Change Summary (studypass.com/pm204)
    3. Changing states of matter diagram.
    4. Weather in a jar lab.

    Homework:

    Education Perfect - States of Matter in Water.



  • Term 3 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of relationships and their consequences by analysing chemical and physical changes.

    Kia ora...

    Success Criteria: I can/have...

    • Describe how you know whether something is a physical or chemical change.
    • Discuss the physical and chemical changes happening to a substance as it changes state.

    Activities:

    1. Education Perfect - Changes in states of matter assessment. 
    2. Brain pop states of matter checkpoint.
    3. Lab: making ice cream.
    4. Edpuzzle: physical and chemical changes. 

    Homework:
    EP: WEEK 6 HOMEWORK: Definitions - Changing States MCQ


  • Term 3 Week 7

  • Term 3 Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on the concept of relationships and their consequences by comparing pure and impure substances.

    Kia ora...

    Success Criteria: I can/have...

    • Recognise the meaning behind terms: compound, mixture, heterogenous, homogenous, pure, impure, solute, solvent, soluble, insoluble, colourless, clear.
    • Describe different ways to separate a mixture.
    • Relate different separation techniques to the solubility of different substances.

    Activities:

    1. Concept poster - in class. 
    2. Lab: chromatography.
    3. Lab discussion questions.

    Homework:
    All overdue tasks from last week must be completed - Edpuzzle, Brainpop, EP, and adopt an element. 



  • Term 3 Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to promote how the properties of a range of different materials are used in technology and natural processes so that we understand the relationship between chemistry and society.

    Kia ora...

    Success Criteria: I can/have...

    • Name different careers which involve chemistry.
    • Identify common technologies which use chemical processes.
    • Recognise how chemistry exists in natural processes.
    • Reflect on how chemistry is present in our everyday lives.
    • Evaluate the effectiveness of how chemistry is utilised in current technology.

    Activities:

    1. Chemistry in our lives - brainstorm.
    2. Chemistry careers - research.
    3. Technologies which use chemical processes.
    4. Natural processes + chemistry.

    Homework:
    Finish concept poster.


  • Term 3 Week 10

  • Holidays

  • Holidays

  • Term 4 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of celebration by recognising the life processes common to all living things which occur in different ways.

    Kia ora...

    Success Criteria: I can/have...

    • Recall the difference between living and non-living things.

    • Identify what an organism needs to live. 

    Activities:

    1. Revision of living and non-living things. 
    2. What does an organism need to live? 
    3. Forest photo scavenger hunt

    Homework:
    EP - Living or Non-living.


  • Term 4 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of celebration by recognising the life processes common to all living things which occur in different ways.

    Kia ora...

    Success Criteria: I can/have...

    • Provide examples of living things from our forest.

    • Memorise the MRS C GREN acronym.

    • Explain the 8 components of the MRS C GREN acronym and relate them to the growth of a seed. 

    Activities:

    1. Forest photo scavenger hunt.
    2. Education Perfect: YR 7 TUESDAY MRS C GREN.
    3. Plant a bean seed (in class).

    Homework:
    EP - YR 7 TUESDAY MRS C GREN + overdue EP. 



  • Term 4 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the concept of celebration by recognising the life processes common to all living things which occur in different ways.

    Kia ora...

    Success Criteria: I can/have...

    • Memorise the MRS C GREN acronym.

    • Explain the 8 components of the MRS C GREN acronym and relate them to the growth of a seed. 

    • Examine how cells are organised to function in a multicellular body.

    • Evaluate the connection between structure and function in a multicellular organism.

    Activities:

    1. Education Perfect: YR 7 Levels of Organisation.
    2. Education Perfect: Introduction to Body Systems (as a class). 
    3. Note taking (in class/on google classroom).
    4. Kahoots in class. 

    Homework:
    Ensure all notes are up to date. 




  • Term 4 Week 4

  • Term 4 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the concept of celebration by explaining the idea of cells and how they enable living things to exist.

      Kia ora...

      Success Criteria: I can/have...

      • Memorise parts of a cell.
      • Explain what an animal cell looks like and examine the structure and function of organelles within it. 
      • Examine our cheek cells using a microscope. 
      • Illustrate an animal cell. 

      Activities:

      1. Brain pop - Cells!
      2. Animal cell notes (in class).
      3. Lab - examining cheek cells.

      Homework:
      All notes up to date.

  • Term 4 Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the concept of celebration by explaining the idea of cells and how they enable living things to exist.

      Kia ora...

      Success Criteria: I can/have...

      • Explain what a plant cell looks like and examine the structure and function of organelles within it. 
      • Examine onion cells using a microscope. 
      • Illustrate a plant cell. 

      Activities:

      1. Plant cell notes + illustration (in class).
      2. Lab - examining cheek cells.
      3. Plant bean seeds to take home. 
      4. Microscope revision with blooket. 

      Homework:
      All notes up to date.


  • Term 4 Week 7

  • Term 4 Week 8

  • 12 December - 18 December