10F2 Science
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING challenges facing Generation Z by investigating the causes of climate change
- We are EXPLORING challenges facing Generation Z by investigating the effects of climate change
Success Criteria: I can/have:
- Identify the difference between the definitions for global warming and climate change
- List the causes of climate change
- Defend my decision on whether humans are the main cause of climate change or not
Activities:
- watch video on global warming:
- Table discussion: can you name any greenhouse gases?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING challenges facing Generation Z by investigating the causes of climate change
- We are EXPLORING challenges facing Generation Z by investigating the effects of climate change
Success Criteria: I can/have:
- Identify the difference between the definitions for global warming and climate change
- List the causes of climate change
- Defend my decision on whether humans are the main cause of climate change or not
Activities:
- Write the definitions of 4 greenhouse gases and link them to the molecules
- make the greenhouse gas molecules with molymods
- make a mindmap about the human causes of climate change
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING challenges facing Generation Z by investigating the causes of climate change
- We are EXPLORING challenges facing Generation Z by investigating the effects of climate change
Success Criteria: I can/have:
- discuss the negative impact that deforestation has on climate change
- summarise what I have learnt about climate change and the human impacts in a way that someone in the public can read and understand
Activities:
- Watch video on deforestation:
- Watch video on fossil fuels:
- Create a leaflet for the general public explaining what global warming is and how humans are contributing towards it.
- Fast finishers: Produce a Frequently asked questions section on your leaflet, giving answers for commonly asked questions about climate change.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING challenges facing Generation Z by investigating the causes of climate change
- We are EXPLORING challenges facing Generation Z by investigating the effects of climate change
Success Criteria: I can/have:
- Debate the effects of climate change with my peers and justify my ideas
Activities:
- Education Perfect task on Earth's Spheres: carbon cycle and climate change
- Read the statements about climate change and decide whether they are true or false. Rewrite the false ones so that they are correct.
- Using the information sheets around the room, complete the fact find questions all about the effects of global warming.
- Discuss in your groups: which of the effects of global warming do you think will most negatively affect the world?
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying and explaining solutions to climate change at the government, business and individual levels
- We are FOCUSING on what Generation Z can do to combat climate change.
Success Criteria: I can/have:
- recall the steps in the carbon cycle
- identify what I, businesses, and countries can do to combat climate change
- discuss the benefits of renewable energy sources vs non-renewable
Activities:
- Education Perfect task on Earth's spheres
- Watch Our Planet by David Attenborough
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on constructing an ad campaign so that we can convince people to help combat climate change.
Success Criteria: I can/have:
- construct an argument in order to convince people to help combat climate change
Activities:
- In your groups, you need to come up with an advertising campaign (complete with posters, leaflets, etc.) to be displayed around the School to help people (both students and staff) combat climate change.
- EXTENSION: How could you allow your advertising campaign to reach a greater audience?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetics by researching the inheritance of genetic material
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the features of DNA
- We are FOCUSING on the processes of artificial and natural selection
Success Criteria:- I can define inheritance, genes, and alleles
- I can define dominant and recessive
- I can construct a punnett square
- I can recall the letters and names of the DNA bases and the structure of DNA
Activities:
- karyotypes; cut, match up and glue activity
- famous NZ scientist Maurice Wilkins scientific literacy worksheet
- making a paper DNA model
- extracting DNA from strawberries experiment
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the features of DNA
- We are FOCUSING on the processes of artificial and natural selection
Success Criteria:
- I can define inheritance, genes, and alleles
- I can define dominant and recessive
- I can construct a punnett square
Activities:
- allele activities in class
- drawing punnett squares for different allele combinations
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the features of DNA
- We are FOCUSING on the processes of artificial and natural selection
Success Criteria:
- I can define the term mutation
- I can recall examples of natural selection
Activities:
- Natural selection video:
- producing new alleles worksheet on google classroom
- drawing flow chart for natural selection process
- natural selection in peppered moths game
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the features of DNA
- We are FOCUSING on the processes of artificial and natural selection
Success Criteria:
- I can describe how living things have changed over time
- I can recall examples of artificial selection
Activities:
- investigating how wolves have been selectively bred into different dog breeds
- investigating how aurochs have been bred into different cow breeds
- watching Our Planet episodes
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physics of tourist attractions by discovering the forces and motion involved
- We are EXPLORING the physics of tourist attractions by researching different types of forces
Success Criteria:
- I can describe the difference between mass and weight
- I can recall different types of forces
- I can distinguish between contact and non-contact forces
Activities:
- Mass and Weight comparison and fill in the blanks
- Fill in the table calculating mass and weight using the formula Weight = Mass x gravity
- Design high gravity creature and low gravity creature
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physics of tourist attractions by discovering the forces and motion involved
- We are EXPLORING the physics of tourist attractions by researching different types of forces
Success Criteria:
- I can describe how forces can change objects
- I can draw force diagrams
- I can identify which metals are magnetic and why
- I can build a temporary magnet
Activities:
- Physics online simulation PhET:
https://phet.colorado.edu/en/simulations/forces-and-motion-basics/about
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Making a temporary magnet with a nail and bar magnet
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Testing which metals are magnetic and which are not
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Making a temporary electromagnet
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our knowledge of the non-contact forces of magnetism and gravity
- We are FOCUSING on developing our knowledge of the contact forces of friction, air resistance and drag
- We are FOCUSING on interpreting distance-time graphs
Success Criteria:
- I can distinguish between balanced and unbalanced forces
- I can identify the forces acting on an object
- I can calculate the speed of an object
Activities:
- Drawing force diagrams
- Sorting force diagrams/situations into balanced and unbalanced
- PhET simulation on net force
- Reading and interpreting speed (distance vs time) graphs
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our knowledge of the non-contact forces of magnetism and gravity
- We are FOCUSING on developing our knowledge of the contact forces of friction, air resistance and drag
- We are FOCUSING on explaining the three laws of motion
Success Criteria:
- I can recall that friction is a contact force that always opposes motion.
- I can recall that low speed = low friction; high speed = high friction
- I can identify when friction is useful, when friction is a hindrance
Activities:
- Calculating speed of an object from their distance and time values
- Calculating our own speed using measuring tapes and stopwatches
- Friction worksheet displayed on projector
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on building simple machines so that we can demonstrate our knowledge of the forces involved
- We are PLANNING to construct graphs that display independent and dependent variables and data from a table
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our knowledge of independent and dependent variables
Success Criteria:
- I can identify the independent and dependent variables of an experiment
- I can identify control variables and how they can be controlled
- I can use computer software to construct graphs and add trend lines and equations to the graph
Activities:
- Mix and match distance time graphs
- Listing the features a graph needs
- Identifying from a selection of graphs what is missing in each
- Drawing graphs from data tables on paper and on Google Sheets
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct graphs that display independent and dependent variables and data from a table
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our knowledge of independent and dependent variables
Success Criteria:
- I can identify the independent and dependent variables of an experiment
- I can identify control variables and how they can be controlled
- I can use computer software to construct graphs and add trend lines and equations to the graph
Activities:
- NCEA Practice experiment 1: Spring investigation
- NCEA Practice experiment 2: Golf ball drop
- creating graphs from our data from these experiments and writing conclusions
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct graphs that display independent and dependent variables and data from a table
- We are PLANNING to solve my experiment's aim by producing a conclusion that demonstrates the equation from my results and why my results are important
Success Criteria:
- I can use computer software to construct graphs and add trend lines and equations to the graph
- I can write a method that would allow someone else to follow the method independently
- I can write a conclusion that includes the equation from my graph, the relationship between variables, and what my results mean for answering my aim
Activities:
- Practicing writing methods and conclusions
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct graphs that display independent and dependent variables and data from a table
- We are PLANNING to solve my experiment's aim by producing a conclusion that demonstrates the equation from my results and why my results are important
Success Criteria:
- I can use computer software to construct graphs and add trend lines and equations to the graph
- I can write a method that would allow someone else to follow the method independently
- I can write a conclusion that includes the equation from my graph, the relationship between variables, and what my results mean for answering my aim
Activities:
- Practicing writing methods and conclusions
- NCEA Practice Experiment 3: Crater drop
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct graphs that display independent and dependent variables and data from a table
- We are PLANNING to solve my experiment's aim by producing a conclusion that demonstrates the equation from my results and why my results are important
Success Criteria:
- I can use computer software to construct graphs and add trend lines and equations to the graph
- I can write a method that would allow someone else to follow the method independently
- I can write a conclusion that includes the equation from my graph, the relationship between variables, and what my results mean for answering my aim
Activities:
- Tuesday: NCEA day
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on building simple machines so that we can demonstrate our knowledge of the forces involved
Success Criteria:
- I can follow a diagram of an experiment in order to build a model of the simple machine that it portrays
- I can identify the forces involved in a simple machine and how they make the work easier for a person using the simple machine
Activities:
- Hydraulic brake model using syringes
- Lever model using pencils, marbles and rulers
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of
Success Criteria:
- I can find different elements on the periodic table
- I can recall the symbols of common elements
- I can define element, atom, and compound
Activities:
- Research element in the first 20 elements on the Periodic table
- Making compounds with molymods
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of
Success Criteria:
- I can find different elements on the periodic table
- I can recall the symbols of common elements
- I can define element, atom, and compound
Activities:
- Making a dilution series
- NCEA resubmissions
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of
Success Criteria:
- I can define element, mixture, and compound
- I can recall how to name compounds
- I can define isotope
- I can calculate the number of neutrons in an atom using the mass number
Activities:
- Comparing elements, mixtures, and compounds
- Naming compounds
- Isotopes reading and questions on Google Classroom
- Isotopes video:
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on chemical reactions and equations
- We are FOCUSING on characteristics of chemicals
- We are FOCUSING on discussing metals and alloys
Success Criteria:
- I can write a chemical word equation for a reaction
- I can identify when a chemical equation is balanced or unbalanced
- I can balance a chemical equation
Activities:
- Element bingo game
- Writing chemical word equations from sentences explaining a reaction
- Writing symbol equations from a word equation
- Balancing chemical equations
- Testing pH of common household chemicals
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on chemical reactions and equations
- We are FOCUSING on characteristics of chemicals
- We are FOCUSING on discussing metals and alloys
Success Criteria:
- I can write a chemical word equation for a reaction
- I can identify whether a chemical is an acid or a base
Activities:
- Acid family and Base family reading on Google Classroom
- Writing acid + base reactions and naming the salt that is produced
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on chemical reactions and equations
- We are FOCUSING on characteristics of chemicals
- We are FOCUSING on discussing metals and alloys
Success Criteria:
- I can write a chemical word equation for a reaction
- I can identify whether a chemical is an acid or a base
- I can mix equal amounts of acid and base to produce a salt and water
- I can use universal indicator to test whether a solution is an acid or a base
Activities:
- Assessment 2: making salts (on Google Classroom)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on chemical reactions and equations
- We are FOCUSING on characteristics of chemicals
- We are FOCUSING on discussing metals and alloys
Success Criteria:
- I can distinguish between metals and alloys
- I can recall the components of common alloys
- I can name the product or products of a chemical reaction
Activities:
- Highlighting the metals on the Periodic table in our books
- Researching the similarities and differences between a metal and an alloy
- Mixing metals with acids and writing the word equation for the reaction
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise performing chemical equations so that we can identify the products of reactions
Success Criteria:
- I can name the product or products of a chemical reaction
- I can name the reactants of a chemical reaction based on the products
- I can work in a laboratory setting in such a way that keeps myself and others safe
Activities:
- mixing metals and acids and testing for presence of hydrogen
- drawing dot and cross diagrams to represent covalent bonds
- burning metals on bunsen burner to form metal oxides
- mixing hydrogen peroxide and manganese dioxide and testing for presence of oxygen
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise performing chemical equations so that we can identify the products of reactions
Success Criteria:
- I can name the product or products of a chemical reaction
- I can name the reactants of a chemical reaction based on the products
- I can work in a laboratory setting in such a way that keeps myself and others safe
Activities:
- mixing metal carbonates and acids and testing for presence of carbon dioxide
- drawing ionic bond dot and cross diagrams
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise performing chemical equations so that we can identify the products of reactions
Success Criteria:
- I can name the product or products of a chemical reaction
- I can name the reactants of a chemical reaction based on the products
- I can work in a laboratory setting in such a way that keeps myself and others safe
Activities:
- discussing metallic bonding and diagrams to represent the bonds
- making carbon structure with molymods
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING jobs relating to science by investigating electricity
- We are EXPLORING jobs relating to science by investigating medical science
Success Criteria:
- I can draw a graph with:
- A title
- Axes labels
- A trend-line/line of best fit
- Correctly plotted points
- I can read a passage of text and answer questions based on information in the text
Activities:
- Graphing practice - on Google Classroom
- Worksheets on google classroom; analyse and interpret information and GM and selective breeding
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING jobs relating to science by investigating electricity
- We are EXPLORING jobs relating to science by investigating medical science
Success Criteria:
- I can draw a graph with:
- A title
- Axes labels
- A trend-line/line of best fit
- Correctly plotted points
- I can read a passage of text and answer questions based on information in the text
Activities:
- Graphing practice - on Google Classroom
- Worksheets on google classroom; analyse and interpret information and GM and selective breeding
- CAT 2022 and CAT 2021
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING jobs relating to science by investigating electricity
- We are EXPLORING jobs relating to science by investigating medical science
Success Criteria:
- I can recall the parts of an electrical circuit and what their function is
- I can draw an electrical circuit
- I can build a functional electrical circuit
Activities:
- Building electrical circuits
- Drawing electrical circuits using symbols
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying common aspects of electrical circuits
- We are FOCUSING on insulators and conductors and identifying which materials are which
Success Criteria:
- I can recall the parts of an electrical circuit and what their function is
- I can draw an electrical circuit
- I can build a functional electrical circuit with resistors included
- I can calculate voltage, current, and resistance in series and parallel circuits
Activities:
- Building electrical circuits
- Drawing electrical circuits using symbols
- Building circuits and measuring their voltage, current and resistance
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING be electricians by designing and building a game or toy that uses an electric circuit to work
- We are PLANNING to be doctors/nurses by publishing a medical report
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying common aspects of electrical circuits
- We are FOCUSING on insulators and conductors and identifying which materials are which
Success Criteria:
- I can identify whether a material is an insulator or conductor and then test it to confirm
- I can design a product (toy) that involves an electrical component
Activities:
- Building electrical circuits
- Testing different materials in circuits and seeing whether the lamp turns on (lamp on = conductor)
- Designing a toy that involves electrical circuits and could include a motor
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING be electricians by designing and building a game or toy that uses an electric circuit to work
- We are PLANNING to be doctors/nurses by publishing a medical report
Success Criteria:
- I can design a product (toy) that involves an electrical component
Activities:
- Finishing designing a toy that involves electrical circuits and could include a motor
- CAT
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING jobs relating to science by investigating electricity
- We are EXPLORING jobs relating to science by investigating medical science
Success Criteria:- I can name the components of the circulatory system
- I can describe the functions of the main components in the circulatory system
Activities:
- Heart dissection
- Labelling diagram of the circulatory system
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Work Experience week
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING be electricians by designing and building a game or toy that uses an electric circuit to work
- We are PLANNING to be doctors/nurses by publishing a medical report
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING jobs relating to science by investigating electricity
- We are EXPLORING jobs relating to science by investigating medical science
Success Criteria:
- I can write a medical report on the results of an experiment involving medicine
Activities:
- Experiment: Testing different medicines in HCl and writing a report on our results
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Prize-givings and cleaning classrooms