Weekly outline

  • ASSESSMENTS

  • T1 W1

    Science / Welcome To Science Department

    Kia Ora ākonga! 
    Welcome  to your Pūtaiao (science)  course page for 2023. My name is Ms. Katafono and I will be your Science teacher this year. This page is where you will  find all the information you will require for your Science course. All tasks and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week to ensure you are up to date. 
    This term we will be focusing on the context:  E Tipu e Rea ( Growth and Development) . We will be following this context through different bodies of water and safety in and around water. We will be collaborating with P.E and Global. 

    Your kaiako here in the  Maunga (Mountains)  whānau hope that your year  at MHJC will be full of fun and challenging activities that will see you grow as a learner. Enjoy this year and if there are any queries do come see me or feel free to email me - mkatafono@mhjc.school.nz

  • T1 W2

  • T1 W3

  • T1 W4

  • T1 W5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING our context of E tipu e rea through Biology by recognising key parts of a microscope and locating these.
    • We are EXPLORING our context of E tipu e rea through Biology by investigating onion cells and observing these under a microscope to discover key parts of a plant cell

    kj

    Kia Ora Yr 9. This week we will continue from the work you've done from the Genetics document. Please make sure to complete this with the microscope work and plant/animal cell recap work. 


    Success Criteria: I can/have...

      • state that cells can been seen with a microscope,
      • label the main parts of a microscope,
      • describe how a specimen can be prepared and viewed under a microscope,
      • calculate the total magnification of a microscope.

    Activities:

    1. Microscope identification of parts 
    2. Onion cell experiment 

    Homework:
    Finish worksheet on google classroom 




    Plan for the week is as follows: 

    Monday: Cells refresher/microscope labelling worksheet 

    Tuesday: Wednesday (SLC) no classes - please complete worksheet from Monday 

    Thursday: Onion cell microscope experiment. This is an important science skill and may be assessed in CAT so do take extra attention in note-taking and participating in the experiment. Worksheet is on Google classroom to be completed. 

    Labeling the Parts of a Microscope: Activity & Lesson Plan | StoryboardThat



  • T1 W6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying key parts of DNA and explaining their functions
    • We are FOCUSING on discussing the effects of DNA mutations in people by explaining Stan Walker and his whānau's medical history.



    Kia Ora Yr 9. This week we will be looking at the key parts and functions of DNA. 


    Success Criteria: I can/have...

      • construct a model of the structure of the DNA molecule
      • define key terms associated with the structure of DNA
      • identify the four nitrogen bases that compose DNA
      • summarize the history of human knowledge about DNA

    Activities:

    1. DNA activity and timeline of Genetics and key scientists 
    2. Strawberry DNA extraction experiment 

    Homework:
    Complete worksheets from this week on Google classroom on DNA 


    Plan for the week is as follows: 

    Monday: Theory work on DNA - Group activity constructing a timeline for Genetics and researching the findings of 2 key scientists from any of these: 

    Gregor Mendel

    Frederick Griffith

    James Watson

    Rosalind Franklin

    Maurice Wilkins

    Feb. 8, 1865: Mendel Reads Paper Founding Genetics | WIREDRosalind Elsie Franklin | Jewish Women's Archive

    WednesdayDNA Strawberry extraction experiment with another classmate. Worksheet and instructions will be on google classroom. More information in the video below. 

         

    Thursday: Scientific literacy on 'Gene seekers' article on Stan Walker and his family. Worksheet and link is on Google classroom. If you wish to watch a document following Stan's journey here is the video below: 

         





  • T1 W7+8

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to demonstrate how variation works by producing different probabilities of traits in our M&M experiment and applying our understanding of what continuous variation is.

    Human genetic variation | Broad Institute

    Kia Ora Yr 9, this week we will continue with genetics and look at traits and variation. 



    Success Criteria: I can/have...

      • identify traits in plants and animals,
      • explain that living things inherit many traits from their parents,
      • identify inherited traits in plants and animals,
      • explain that offspring are not exactly the same as each other or the same as their parents,
      • explain how inheriting different traits leads to variation.

    Activities:

    1. Activity sheet on Google classroom on traits 
    2. M&M experiment on variation and graphing skills 

    Homework:
    Complete all worksheets from this week as well as your graph. 



    Plan for the week is as follows: 

    Monday: Theory work and worksheet activity 

    Inheritance and Variation of Traits Reading (6-8 Grade)

    Wednesday: M&M variation experiment and creating graphs ( Hint: Creating and analysing graphs are a key aspect of scientific skills - you may be assessed on this in CATS

    Graphing info here

    Thursday: Create a mind map of the information you have learnt so far. You will preparing for your assessment. 


  • T1 W10

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to demonstrate how punnett squares produce and predict the genotypes of a cross or breeding in an experiment.
    • We are PLANNING to hypothesis what different combinations of gametes based on their genetic composition of the parents.

    Punnett Squares - Basic Introduction - YouTube


    Kia ora ākonga. To end of our topic we will be looking at punnett squares, and researching on our own family ancestry and observing the traits that have been passed down from generation to generation. 

    Plan for the week is as follows: 

    Monday: Punnett squares theory and notes 

    Wednesday: Family tree research and finding traits activity ( on GC) 

    Thursday: Finish family tree activity 


    Success Criteria: I can/have...

      • Describe a trait and give examples.
      • Understand the relationship between alleles and heterozygous and homozygous traits.
      • Create a 2 x 2 Punnett square and predict traits passed from parents to children.
      • Research on my own family tree and identify traits that have been passed down from generation to generation and which are dominant/recessive. 
      Pedigree Analysis: A Family Tree of Traits | Science Project

    Activities:

    1. Punnett squares activity 
    2. Family tree traits activity 



  • HOLIDAYS

  • HOLIDAYS

  • T2 W1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING our context of 'Chaos' through technology and innovation by researching on some recent innovations and recognising the pros, cons and impact of these in our everyday lives.

    What is the Importance of Innovation in Technology?

    Welcome back Yr 9! This term our context is 'Chaos- technology and innovation'. We will be looking at global issues in the world and how scientists seek to tackle this. Science will be collaborating with Global Studies and English, and you will be working in groups to complete a science fair project to exhibit in Week 10. 


    Plan for this week is as follows: 

    Wednesday: Title page and KWL chart . Group discussion on impact, pros and cons of some recent innovations. 

    Thursday:  Group presentation on your chosen innovation. 



       


    Success Criteria: I can/have...

    • Understand what innovation means and give some examples of recent innovations 
    • Identify some pros and cons of innovations 
    • Collaborate with my group and work together to contribute towards our presentation. 

    Activities:

    1. Group presentation



  • T2 W2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING our context of Tech and Innovation through Science Fair by recognising how innovators identify global problems and create solutions to this
    • We are EXPLORING our context of Tech and Innovation through Science Fair by collaborating with our group members to investigate how to complete a challenge together and recognise the team building skills needed to connect with each other

    Science Fair | Southeast Elementary School.  

    Kia ora ākonga, 

    This week we will be looking at how innovators identify global problems, and find solutions to these. 

    I will also be introducing you to science fair and going through the range of resources and guidelines I have provided on GC for your groups. 


    Plan for the week is as follows: 

    Monday: Group presentations - you will be presenting in your groups against the criteria provided. 

    Wednesday: Marshmallow challenge to help you familiarise with your group /Science fair discuss what you will be doing. 

    Thursday: Group Planning document for Science Fair to be shared with me, finalise topic and complete logbook for this week 

    Success Criteria for the TERM: 

    Activities:

    1. Marshmallow challenge 
    2. AI Tech and Innovation Group slides and presentation 

    Resources for your science fair including timeline/checklist, planning document, log book, template on Google classroom

    Homework:
    Catch-up notes, complete experiment worksheet 


  • T2 W3

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on applying our knowledge on Electricity by constructing a simple circuit to demonstrate how innovators use planning and collaboration to design prototypes in technology

    Electricity Concept in Circle with Thin Line Icons Stock Vector -  Illustration of charge, background: 114387662


    Kia ora ākonga, 

    This week we will start our lessons on Electricity, and look at how this has been paramount in fast-tracking the modernisation of Technology. Going forward, you will have 2 lessons per week on the content linked to Technology and Innovation, and 1 lesson to apply your learning on your Science Fair project. 

    Plan for the week is as follows: 

    Monday: Introduction to Static and Current Electricity 

    Wednesday: Build a circuit experiment and worksheet 

    d

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    Thursday: Strike Day ( No school) - Please work on catching up on the notes and finishing of your experiment worksheet if you have not already done so. Communicate/check-in with your group members to see how you are tracking along. (Each of you will have your own assigned roles so please make sure you look at the checklist and tick of what needs to be done for Week 3) 


    Success Criteria for the TERM 

    •  Describe what electricity is 
    •  Describe a range of electricity sources.
    •  Explain how conductors and insulators work.
    •  Give examples of insulators and conductors.
    •  Know the symbols for electrical components.
    •  How to draw a simple circuit (series and parallel).
    •  What is current and how is it measured?
    •  Explain the advantages and disadvantages of series circuits.
    •  Describe the effect of resistance on a series circuit.
    •  Understand how resistance is measured (R).
    •  What is voltage and its units?
    • Describe advantages and disadvantages of parallel circuit.
    •  Understand resistance and Ohms Law.

    Activities:

    1. Build a circuit experiment 
    2. Static electricity activity in class
    3. EP activity and worksheet 
    4. Science Fair project complete Week 3 checklist 

    Homework:
    EP task on circuits , experiment worksheet on GC, Science Fair week 2 work with group. 



  • T2 W4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING our context of 'Chaos' through technology and innovation by recognising the role that electricity has played in the modern world.
    • We are EXPLORING our context of 'Chaos' through technology and innovation by experimenting with different circuits and observing how components work in a electrical circuit

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    This week we will be looking at resistors, familiarising with more electrical components and their symbols and completing the checkpoints for Week 4 , for your Science Fair project. 


    Plan for the week is as follows: 

    Monday: Resistors in a circuit (notes and demo model) , Science Fair group discussion on Checkpoint for week 4. 

    Wednesday:  MOTAT trip 

    Thursday: PHET circuit simulations and drawing circuit diagrams.

     


    Success Criteria: I can/have...

    • Understand the purpose of resistors in a circuit and draw the symbol for this 
    • Be able to construct 4-5 different circuits and draw the circuit diagrams ( with the correct symbols)  

    Activities:

    1. Construct a DIY electricity series circuit and roleplay/model resistors in a circuit 
    2. PHET simulation lab activity 

    Homework:
    EP basic circuits

  • T2 W5

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on applying our knowledge on Electricity by constructing a simple circuit to demonstrate how innovators use planning and collaboration to design prototypes in technology
    • We are PLANNING on demonstrating our knowledge of Electricity by constructing series and parallel circuits and hypothesise what our observations will be

    Keep Calm and Share Electrician's Memes | Klein Tools

    Kia ora Yr 9, 

    This week we will be catching up on some notes as you only had 1 session of science last week. 

    Plan for the week is as follows: 

    Monday: EP catch-up on the tasks that were set up as homework and to complement your learning of circuits

    Wednesday: Constructing and observing Series and Parallel circuits and drawing the correct electricity diagrams in your books. If finished please work on the circuit worksheet by creating PHET circuit simulations ( link on Google classroom) 

    electricity

    Thursday: Scientific Literacy task assigned. You will also use this session to check-in with your groups re your science fair project. Please note, once again : your science fair deadline has moved to Term 3. You will now need to have your projects ready to be dropped off on the 21st of July in S5 ( Friday). Judging will be on the 24th and 25th of July. 


    Science fair project due today get me a battery, wire, and a ...


    Success criteria:

    •  Know the symbols for electrical components.
    •  How to draw a simple circuit (series and parallel).
    •  What is current and how is it measured?
    Activities
    - Constructing series and parallel circuits and drawing these diagrams correctly in our books. 
    - Complete PHET simulation and worksheet 

  • T2 W6

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on applying our knowledge on Electricity by constructing a fruit battery to demonstrate the different voltage in citrus fruits

    Isn't this picture weird ? | Ohms law, Ohms, Law

    Kia ora Yr 9. This week we will be looking at voltage. 

    Plan for the week is as follows: 

    Monday: Measuring voltage - notes and practice 

    Wednesday: Citrus experiment 

    Fruit cell 2 : Voltage according to pH - YouTube

    Thursday: Scientific library - We are in the library reading through journal and working on a pro/con agreement


    Success Criteria: I can/have...

    • I can list a range of electrical power sources (DC power supply, batteries).
      I can correctly draw the symbols of electrical components.

    • I can describe what voltage is, and give its symbol and units.
      I can correctly measure
      voltage using a multimeter and voltmeter.

    Activities:

    1. Fruity investigation

    Homework:
    EP 


  • T2 W7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on our topic of Electricity through the context of Chaos by describing, discussing and explaining how voltage works in different circuits.

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    Kia ora Yr 9s

    This week is a very short week and I only see you once! As a result plan for the week( more like day!) is as follows: 

    Wednesday: Catch-up session - We've had 2 scientific literacy sessions ( one on readwork, and the other in the library - ) so you will need to complete these and turn this in. Please note this is a valuable skill in science so ensure you do this properly. 

    You also have 3 EP tasks assigned as homework to complement the learning on our electricity topic so please make sure these are done. 

    If you have finished ALL the un-finished tasks, work on your Science Fair project with your group. 

  • T2 W8+W9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on applying our knowledge of the scientific method by innovating or creating an investigation and hypothesising what our results will be. We will apply our understanding of the science concepts we have researched to justify the results of our investigation


    Kia ora Yr 9's your assessment is now linked at the top of this page. 

    Given the many rostered days off you have, we have given you until the 26th of June 3.30pm to complete your assessment. 

    Plan for the week (8)  is as follows: 

    You have all scheduled days to complete your experiment this week. For those who have organised and emailed the items they require for their experiment, this will be ready for you. Please make sure to bring your other equipment from home. 

    Monday : Complete investigation, get results 

    Wednesday: Complete investigation, get results 

    Thursday: Complete investigation, get results 


    Plan for week 9 is as follows: 

    Monday: Rostered day OFF 

    Wednesday: Rostered day OFF 

    Thursday: Work on your science assessment 





  • T2 W10

  • HOLIDAYS

  • HOLIDAYS

  • T3 W1+2

    Home | Vote NZ What should we call 'climate change'? It's political. | Grist


    Kia ora Yr 9, 

    This term our context is Elections. In Science you will be focusing on Climate politics and we will be collaborating with Science and Maths. 

    The plan for the next 2 weeks is as follows: 

    Week 1: (To help you understand the 'why')

    Monday: 'Global Action' - Scientific literacy article and questions

    Wednesday/Thursday: Before the floods - Documentary and worksheet 

         

    Week 2: 

    Monday: Why do we need global action?What evidence is there in the world of climate change. - theory and notes

    Wednesday: Introduction to what is climate 

    Related image

         

    Thursday: No experiment as we have SLC 



    Success Criteria: I can/have...

      • Describe the greenhouse effect and global warming.
      • Explain the concept of climate change.
      • Consider the effects of climate change on extreme weather.
      • Recognize ways that they can lower their impact on the environment at home.

    Activities:

    1. Before the floods- Documentary and worksheet 
    2. Global action article and questions. 

    Homework:
    Write here...



  • T3 W3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on climate change by describing the scientific processes behind Ocean Acidification which will help us understand climate politics, which is linked to the different key questions addressed in our context of the Election.


    Consequences of ocean acidification on marine animals


    This week we are looking closely at one of the impacts of climate change - Ocean acidification. 


    Plan for the week is as follows: 

    Monday: Ocean acidification - notes on Acids /PH 

    Wednesday: Testing using universal indicator to confirm presence of CO2 and its acidic nature 

    Thursday: Looking at H+ ions in water and Hydrogen 'pop/ test experiment 

         

    Paearu Angitu / Success Criteria: I can/have...

      • Analyze the effects of ocean acidification on coral reefs by collecting data from a model and drawing conclusions.

      • Understanding how ocean acidification works through our experiment 

      • Explaining  how we test for Hydrogen gas and its relevance to Acids 

      • Assess environmental problems caused by humans and predict future consequences and describe how these problems can be solved.

      • Understand what Acids and Bases are 

      • Describe what a PH scale is and differentiate between acids and bases 

      • Looking at properties of acids, determine how acidic or basic a solution is using universal indicator/PH scale 


    Hei Mahi / Activities:

    1. Ocean acidification experiment ( testing for CO2 and PH level of this ) 
    2. Hydrogen pop experiment - Testing for hydrogen gas 

    Mahi Kāinga / Homework:

    Complete worksheets on Googleclassroom 


  • T3 W4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Carbon cycle to help us understand key questions of climate politics which will help us understand our context of Elections better.
    • We are EXPLORING the Carbon cycle by observing the processes within it by investigating the presence of carbon dioxide in our experiments and connecting this to what is currently occurring in our environment.


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    Kia ora, 

    Plan for the week is as follows: 

    Monday:   Bases - notes and activity 

    Acids, Bases & Calculating pH | Study.com

    Wednesday: Carbon cycle theory notes

    Thursday: Carbon Cycle game and lab worksheet 


         



    Paearu Angitu / Success Criteria: I can/have...

      • describe the cycling of carbon through the carbon cycle,
      • outline the role of microorganisms in the carbon cycle,
      • identify the processes that remove carbon dioxide from the atmosphere,
      • identify the processes that release carbon dioxide into the atmosphere,
      • explain the importance of the carbon cycle for living organisms,
      • interpret and explain the processes in diagrams of the carbon cycle.

    Hei Mahi / Activities:

    1. Carbon cycle experiment 
    2. Carbon cycle station activity 

    Mahi Kāinga / Homework:
    Education perfect - Carbon cycle 


  • T3 W5

    k


    Plan for this week is as follows: 

    Monday: Complete carbon cycle activity on Google classroom 

    Wednesday: Intro into Greenhouse gasses EP and complete GC 

    Thursday: Relief - Catch-up on unfinished work on GC and EP.  



    Paearu Angitu / Success Criteria: I can/have...

    • --state what the greenhouse effect is

      --explain why the greenhouse effect is vital for our planet

      --explain what would be different if there are too many greenhouse gases in the atmosphere


             

    Hei Mahi / Activities:

    1. Greenhouse effects activity and worksheet 
    2. EP and Work on GC 

    Mahi Kāinga / Homework:
    EP 


  • T3 W6+W7

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to prepare a transcript and create a video on Ocean Acidification for our collaborative assessment.
    • We are PLANNING to apply our understanding of climate change and specific impacts by producing a transcript that justifies how our political party will solve climate change.

    Life Long Learner / Wānanga





  • T3 W8+W9

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the composition of our atmosphere by investigating how light affects our atmosphere and connecting this to how we see.
    • We are EXPLORING the visibility of light in the atmosphere by connecting this to the parts of our eye and their functions through our investigation and observations made with our cow eye ball dissection

    I am an active learner as I know what I need to learn, where I am with that learning and what my next learning steps are:

    • Emerging:
      • I know what I am learning and why
      • I can use evidence to identify where I am with my learning
      • I can use evidence to identify my next learning steps
    • Growing:
      • I can describe what I am learning and why, using our shared language for learning; GREAT Ako
      • I can use evidence to describe where I am with my learning
      • I can use evidence to plan and take my next learning steps


    MHJC Great Learner Learning to Learn / Ako: Brain

    Katelyn and Pranav with Brain Showing


    Atmospheric Refraction | The Human Eye and the Colorful World - Zigya


    Following our lessons on Greenhouse effects - we are looking at how light interacts with the atmosphere and will also look at how our eyes process the light we see. 

       

    Plan for the weeks are as follows: 

    W8: 

    Mon:  Earth's layers, layers of the atmosphere 

    Wed: Scientific literacy relief on GC 

    Thurs: What is light, how do we 'see' light  - Lightbox experiment 


    W9: 

    Mon:  Parts of the eye, and how we 'see' 

    Wed: Cow eyeball dissection. 

    Thurs: Scientific literacy. 


       


    Paearu Angitu / Success Criteria: I can/have...

    • --describe what types of light the Sun mostly gives off

      --state 3 things that light can do when it encounters an object

      --decide how light interacts with different materials on Earth


    • I can represent how we see using a diagram

    • I can label the parts of the human eye

    • I can describe the function of the lens 

    Hei Mahi / Activities:

    1. Light box experiment 
    2. Scientific literacy activity on GC
    3. Eyeball dissection

    Mahi Kāinga / Homework:
    EP 




  • T3 W10

  • HOLIDAYS

  • HOLIDAYS

  • T4 W1-W3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING our context of Halloween through chemistry by observing states of matter and how particles are arranged within this.
    • We are EXPLORING our context of Halloween through chemistry by observing the differences between solids, liquids and gases and connecting our observations through experiments to the different properties of each.
    • We are EXPLORING our context of Halloween through chemistry by organising the types of matter into compounds, mixtures and elements and investigating the differences between these.
    • We are EXPLORING our context of Halloween through chemistry by connecting elements and their positions in the periodic table to their atomic structure.


    Halloween Chemistry Spooky Pumpkin Poster | Zazzle | Spooky pumpkin,  Halloween poster, Chemistry


    Kia ora Yr 9s and welcome back to our last term! This term is incredibly short and busy so we will try our best to jam pack as much learning and fun within our context of Halloween. We will be looking at Chemistry and some Human Biology through this context. 

    Plan for the next few weeks is as follows: 



    Week 1: 

    Monday:  Recap of solids, liquids and gases, KWL and context chart 


    kj


    Thurs/Friday:  Safety signs, lab safety and equipment  and measuring recap ( for CAT skills) 


    Week 2: 

    Monday: Atomic structure and periodic table recap and worksheets on GC. 

    kj


    Wednesday:  Elements, Mixtures and Compounds Experiment

    Mixtures and Compounds

    Thurs: Bunsen burner safety and set-up 

    k 


    Week 3:

    Monday: No school ( Labour day) 

    Wednesday: Separation techniques and uses- notes 


    Thursday:  Filtration experiment /worksheet 

    Separating sand and salt by filtering and evaporation | Experiment | RSC  Education

    Week 4: 

    MondayPeriodic table ( Atomic #, mass #, MNEMONIC strategies for remembering common elements and 1st 10) 

    dd


    Wednesday

    Thursday:  Human Blood Typing Lab Objective: 1. Apply blood typing method to determine  the blood type for a sample of synthetic human blood 2. Describe the  appearance. - ppt download

    Success Criteria: I can/have...

    • Understand lab rules and warnings so they can conduct themselves in a safe manner
    • Know the three states of matter- solids, liquids and gases, their particle arrangement linked to their properties.
    • Link particle arrangement and particle motion to the physical properties of each state.
    • Describes changes in states of matter. (in terms of evaporation, melting, condensation, freezing, sublimation, and reverse sublimation).
    • Describe the three subatomic particles in an atom. 
    • Explain the differences between protons, neutrons, and electrons. Recap the characteristics of elements in the Periodic Table.

    Activities:

    1. Element, mixtures and compounds experiment 
    2. Atomic structure experiment and worksheet 
    3. Filtration experiment 
    4. Blood typing - Murder mystery activity 








  • T4 W4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying physical and chemical changes through our observations and comparing their differences.


    Examples of Physical Changes and Chemical Changes

    Plan for this week is as follows: 

    Monday:  Physical and chem notes and activity 

    Wednesday: Compounds vs mixtures experiment and worksheet. 

    Thursday: Spookers Trip 


    Paearu Angitu / Success Criteria: I can/have...

    • Review physical and chemical properties of matter.
    •  Record observations of changes in matter.
    •  Use evidence to distinguish between physical and chemical changes.

    Hei Mahi / Activities:

    1. Chem phys experiment 
    2. Activity 

    Mahi Kāinga / Homework:


  • T4 W5+6

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to prepare for our CATs and applying all our learning by practising questions, and revising our science learning from throughout the year.
    • We are PLANNING to Demonstrate our understanding of our learning of scientific skills by applying this in our Common Assessment Task to demonstrate the knowledge we have acquired.



    Massey University - 🚨Massey Meme Monday - Exam Time!🚨 Don't end up like  Mr Bean😅📚 Good luck with your exams this week! | Facebook




    Compound Interest: Halloween Special: The Chemistry of Blood

    Plan for Week 5 is as follows: 

    Monday: Exploring the chemistry of blood and how spookers fake blood is made 

    Wednesday: CAT revision and bloody typing activity 

    Thursday: CAT revision


    Plan for Week 6 is as follows: 

    This week you will have CATs for ALL your subjects. Due to the whole- week disruption you will be doing CAT revision in the sessions you are not doing your CATs.  


  • T4 W7

    k


    Plan for the week is as follows: 

    Monday:  Periodic table and elements 

    Wednesday: Atomic structure 

    Thursday: 

  • T4 W8+9

    Scientific Literacy in the Modern World - Centre For Research - National  Hospital Kandy, Sri Lanka - C4RNHK.ORG

    Over the next 2 weeks we will be looking at various scientific  articles and readings. Following your CATs we will be reflecting on the areas we need to improve on and the skills you require going forward into Yr 10 and NCEA. 


    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • understand and participate in scientific discussions, 
    • critically evaluate scientific information,
    •  make informed decisions based on scientific understanding.

    Hei Mahi / Activities:

    1. Readworks and scientific articles 
    2. Scipad reading and answering questions in Books. Books to be turned in 

     


  • T4 W9

  • T4 W10

    .