10W1 Science
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the effect that war has on the environment by researching the different wars and investigating what these wars did the environment.
- We are EXPLORING the different forms of warfare and focussing in on chemical warfare by investigating the periodic table and the different elements and compounds that can be found.
- We are EXPLORING Acids and bases by practically investigating their properties
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the effect that war has on the environment by researching the different wars and investigating what these wars did the environment.
- We are EXPLORING the different forms of warfare and focussing in on chemical warfare by investigating the periodic table and the different elements and compounds that can be found.
- We are EXPLORING Acids and bases by practically investigating their properties
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the effect that war has on the environment by researching the different wars and investigating what these wars did the environment.
- We are EXPLORING the different forms of warfare and focussing in on chemical warfare by investigating the periodic table and the different elements and compounds that can be found.
- We are EXPLORING Acids and bases by practically investigating their properties
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the effect that war has on the environment by researching the different wars and investigating what these wars did the environment.
- We are EXPLORING the different forms of warfare and focussing in on chemical warfare by investigating the periodic table and the different elements and compounds that can be found.
- We are EXPLORING Acids and bases by practically investigating their properties
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- 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.
-
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- 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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a number of practical investigations so that we can get an idea about the chemical world as well as an idea on how bad chemical warfare actually is to mankind as well as the environment
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- Education perfect tasks
- Complete a Science Acid Base rocket investigation in Barry Curtis Park
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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a number of practical investigations so that we can get an idea about the chemical world as well as an idea on how bad chemical warfare actually is to mankind as well as the environment
Learning Intentions : We are learning to (WALT)...
- Revise all year 9 material work covered
- Distinguish between physical and chemical reactions
- Describe the structure of the atom
- Describe the key differences between the 3 subatomic particles
- Describe the structure and function of the periodic table
- Use the periodic table to explain the structure of various different atoms
- Use the periodic table to draw an electron configuration diagram / orbital diagram
- Write word equations for chemical reactions
- Define the terms compound and mixture and be able to give examples of each
- Determine the number of atoms in a compound, given its chemical formula
- Success Criteria: I can/have...
- Correctly tabulate the differences between physical and chemical reactions
- Accurately describe the structure of the atom
- Correctly identify and describe the key differences between the 3 subatomic particles
- Explain the structure and function of the periodic table
- Accurately use the periodic table to explain the structure of various different atoms
- Correctly use the periodic table to draw an electron configuration diagram / orbital diagram
- Understand how to write word equations for chemical reactions
- Correctly describe the terms compound and mixture and be able to give examples of each
- Accurately determine the number of atoms in a compound, given its chemical formula
Activities:
- Google classroom tasks - Slideshows on the topic of the week
- Videos on the topic
- Education perfect tasks
- Take part in a rocket activity at Barry Curtis Park
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.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the material world, by revising the structure of matter, investigating different properties of elements found in the periodic table,
- We are FOCUSING on chemicals that can be used as weapons, and practically investigating reactions of metals with Acids, water and oxygen
- We are FOCUSING on managing ourselves in a laboratory situation
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Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the physical strand so we can discuss and describe how mechanics can be used in sports to help improve the athlete
- We are FOCUSING on mechanics so that we can opt in and complete the physics NCEA 10135 paper
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- 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.
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the physical strand so we can discuss and describe how mechanics can be used in sports to help improve the athlete
- We are FOCUSING on mechanics so that we can opt in and complete the physics NCEA 90135 paper
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
Learning Intentions : We are learning to (WALT)...
- Identify the different forces acting on an object
- Understand how balanced forces and unbalanced forces play a role in movement
- Discuss the relationship between mass and weight
- Understand that there are always 4 forces acting on an object
- Describe and experiment with forces
- Calculate the weight of an object and the forces acting on an object
- Perform various practical investigations that lead to a straight line graph
- Explain how the results from these investigations affect an objects movement
- Complete an NCEA assessment in class
- Success Criteria: I can/have...
- Successfully identify different forces acting on an object
- Explain how balanced and unbalanced forces act on an object
- Explain how one can get a straight line graph from a practical investigation
- Define friction
- Perform various calculations correctly
- Explain successfully what a straight line graph from an experiment means
- Successfully complete the NCEA Assessment
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the physical world focussing on forces and how these forces affect movement of an athlete
- We are EXPLORING our ability to work independently in a lab setting to perform a variety of practical force related experiments which will lead up to our NCEA investigation
- We are EXPLORING the living world focussing on genetics and how variation and genetics play a role in sports.
- We are EXPLORING the Nature of Science by participating and contributing to understanding how DNA and various characteristics both favourable and unfavourable are inherited.
I am a learner with innovation skills that will enable me to navigate the 21st century:
- Emerging:
- I think creativity to solve challenges
- I demonstrate the skills to work collaboratively with others
- I have oral, written and non-verbal communication skills
- Growing:
- I work creativity with others to solve challenges
- When working collaboratively, I exercise flexibility and willingness to compromise to achieve a common goal
- I am a clear communicator; oral, written and nonverbal
Learning Intentions : We are learning to (WALT)...
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- 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.
-
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
- We are PLANNING on investigating how DNA and inheritable characteristics are passed from one generation to another.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the physical strand so we can discuss and describe how mechanics can be used in sports to help improve the athlete
- We are FOCUSING on mechanics so that we can opt in and complete the physics NCEA 10135 paper
- We are FOCUSING on Genetics so that we will be able to achieve in this topic when we get taught in year 11
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a whole lot of practical investigations and a dissection in order for us to demonstrate our understanding of how mechanics and so forces affect sports
- We are PLANNING on investigating how DNA and inheritable characteristics are passed from one generation to another.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the physical strand so we can discuss and describe how mechanics can be used in sports to help improve the athlete
- We are FOCUSING on mechanics so that we can opt in and complete the physics NCEA 10135 paper
- We are FOCUSING on Genetics so that we will be able to achieve in this topic when we get taught in year 11
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Medical science, by investigating how our skeletal system together with muscles and joints help us move.
- We are EXPLORING our blood and circulatory system by dissecting a sheep's heart and lung system
- We are EXPLORING how we can use our knowledge on our respiratory system and how we are harming ourselves by vaping and smoking
Learning Intentions:
We are learning to (WALT)...- To revise the skeletal system and correctly identify the different bones in the body.
- To understand how joints muscles and bones work together to facilitate movement.
- To practically investigate by dissection the double circulation process of the heart and lungs
- By using diagrams and the live dissection, to be able to identify the different parts of the lungs and heart
- To answer questions on this dissection
Success Criteria: I can/have...
- Successfully dissect a chicken wing and identify the different bones and muscles needed for movement.
- successfully dissect a sheep's heart and identify the different parts.
- Correctly explain the structure vs function of the atria, ventricles, valves and blood flow
- Answer basic questions on the circulatory system
Activities:
- Dissect a chicken wing
- Watch Mrs Bartlett dissect and explain the structure vs function of the heart and lungs
- Dissect your own sheep's heart and using the sheets supplied correctly identify the different parts of the organ
- Answer the questions on the heart and lungs in Ed Perfect.
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK !
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Medical science, by investigating how our skeletal system together with muscles and joints help us move.
- We are EXPLORING our blood and circulatory system by dissecting a sheep's heart and lung system
- We are EXPLORING how we can use our knowledge on our respiratory system and how we are harming ourselves by vaping and smoking
Learning Intentions:
We are learning to (WALT)...- To practically investigate by dissection the double circulation process of the heart and lungs
- By using diagrams and the live dissection, to be able to identify the different parts of the lungs and heart
- To answer questions on this dissection
Success Criteria: I can/have...
- successfully dissect a sheep's heart and identify the different parts.
- Correctly explain the structure vs function of the atria, ventricles, valves and blood flow
- Answer basic questions on the circulatory system
Activities:
- Watch Mrs Bartlett dissect and explain the structure vs function of the heart and lungs
- Dissect your own sheep's heart and using the sheets supplied correctly identify the different parts of the organ
- Answer the questions on the heart and lungs in Ed Perfect.
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Medical science, by investigating how our skeletal system together with muscles and joints help us move.
- We are EXPLORING our blood and circulatory system by dissecting a sheep's heart and lung system
- We are EXPLORING how we can use our knowledge on our respiratory system and how we are harming ourselves by vaping and smoking
-
NCEA Pre Requisite WEEK
-
CAT PRACTISE WEEK
-
CAT WEEK
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Medical science, by investigating how our skeletal system together with muscles and joints help us move.
- We are EXPLORING our blood and circulatory system by dissecting a sheep's heart and lung system
- We are EXPLORING how we can use our knowledge on our respiratory system and how we are harming ourselves by vaping and smoking
Learning Intentions:
We are learning to (WALT)...- To investigate the different nutrients needed for a healthy diet
- By using the budget supplied from Baker High buy the food for a meal for your flat and cook this as part of a master chef challenge.
- To answer questions and justify your decisions on why you chose the said food for your flat
Success Criteria: I can/have...
- successfully plan and buy the food for a healthy flat meal keeping well within my budget
- Correctly explain the uses and functions of the different nutrient groups and explain how to read the food labels on the packaging
- Answer questions on nutrition and healthy diets using correct scientific terminology
Activities:
- Watch videos on the set work - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
WORK EXPERIENCE WEEK
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Medical science, by investigating how our skeletal system together with muscles and joints help us move.
- We are EXPLORING our blood and circulatory system by dissecting a sheep's heart and lung system
- We are EXPLORING how we can use our knowledge on our respiratory system and how we are harming ourselves by vaping and smoking
Learning Intentions:
We are learning to (WALT)...- To investigate the different nutrients needed for a healthy diet
- By using the budget supplied from Baker High buy the food for a meal for your flat and cook this as part of a master chef challenge.
- To answer questions and justify your decisions on why you chose the said food for your flat
Success Criteria: I can/have...
- successfully plan and buy the food for a healthy flat meal keeping well within my budget
- Correctly explain the uses and functions of the different nutrient groups and explain how to read the food labels on the packaging
- Answer questions on nutrition and healthy diets using correct scientific terminology
Activities:
- Watch videos on the set work - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK