Weekly outline

  • General

  • 30 January - 5 February

    Activities:

    - Lab safety rules recap

    - Lab safety blooket

  • 6 February - 12 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING changing places by researching Polynesian traditional methods of navigating


    Success Criteria: I can/have:

    • recall methods of traditional Polynesian navigation


    Activities:

    • naming modern tools of navigation
    • labelling Maori star compass
    • online quiz on traditional Polynesian navigation

  • 13 February - 19 February

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the sea life Polynesian navigators saw when sailing to Aotearoa
    • We are FOCUSING on describing the reasons for ocean currents


    Success Criteria: I can/have:

    • I can name an ocean current near Aotearoa
    • I can recall the factors that create ocean currents
    • I can describe how the oceans transport heat around the Earth


    Activities:

    • writing the definition of ocean currents in your book: Ocean currents are the continuous, predictable, directional movement of seawater driven by gravity, wind (Coriolis Effect), and water density. 
    • discussing the variables that cause and affect ocean currents: wind, density, heat from the sun
    • building a model waka with harakeke (flax) and other items
    • watch video on ocean currents: 

  • 20 February - 26 February

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the sea life Polynesian navigators saw when sailing to Aotearoa
    • We are FOCUSING on describing the reasons for ocean currents


    Success Criteria: I can/have:

    • list multiple effects of humans on sea life
    • research a scientific topic and summarise what I have read in my own words


    Activities:

    Research Project: Sustainable Fishing

    • Work in groups of 3-4.
    • Research the impact that human activities are having on the sea life around New Zealand and/or the rest of the world. 
    • Research a way for people to fish more sustainably. 
    • Create a presentation to display what you have learnt in some way: poster, video, brochure, etc. 

  • 27 February - 5 March

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the sea life Polynesian navigators saw when sailing to Aotearoa
    • We are FOCUSING on describing the reasons for ocean currents


    Success Criteria: I can/have:

    • list multiple effects of humans on sea life
    • research a scientific topic and summarise what I have read in my own words


    Activities:

    Research Project: Sustainable Fishing

    • Work in groups of 3-4.
    • Research the impact that human activities are having on the sea life around New Zealand and/or the rest of the world. 
    • Research a way for people to fish more sustainably. 
    • Create a presentation to display what you have learnt in some way: poster, video, brochure, etc. 

  • 6 March - 12 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the water cycle by experimenting with water using bunsen burners

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on features of the hydrosphere

    Success Criteria:
    • I have observed the water cycle taking place within a beaker
    • I can write a conclusion to a scientific experiment that shows my understanding of the experiment’s results
    • I can describe the basic structure of Earth’s hydrosphere
    • I can describe the processes involved in the water cycle


    Activities:

    • observing the water cycle using bunsen burners
    • making a river drainage basin pop up in our books
    • hydrological cycle worksheet on google classroom
    • drawing flow chart of the hydrological cycle

  • 13 March - 19 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING energy by investigating light, sound and energy transformation


    Success Criteria:
    • I can recall the definition of the term ‘energy’
    • I can identify different energy transformations
    • I can draw a sound wave diagram
    • I can relate wavelength to a sound’s frequency


    Activities:

    • Identifying the energy transformations from different examples
    • Sound wave resonance in a tube experiment
    • drawing graphs of our experiment results
    • drawing diagrams of different sound waves

  • 20 March - 26 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING energy by investigating light, sound and energy transformation


    Success Criteria:
    • Recall that all living things need energy.
    • Recall that the joule is a unit of energy. 
    • Define gravitational potential energy
    • Identify when something has gravitational potential energy


    Activities:

    • bouncing a ball and measuring the height bounced back up, relating back to gravitational potential energy
    • burning food practical - measuring the chemical energy in different foods

  • 27 March - 2 April

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on specific types of energy
    • We are FOCUSING on light energy and how eyes see light


    Success Criteria:
    • Recall that light is a wave
    • Identify the features of our eyes that enable us to see light


    Activities:

    • label diagram of an eye
    • identifying different uses for mirrors and glasses
    • using light boxes practical - drawing light reflection and refraction diagrams

  • 3 April - 9 April

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on specific types of energy
    • We are FOCUSING on light energy and how eyes see light

    Success Criteria: I can/have:
    • Recall that light is a wave
    • Identify the features of our eyes that enable us to see light
    • Identify the features of our eyes that enable us to see light


    Activities:

    • Using light boxes
    • Looking at optical illusions

  • School Holidays

  • School Holidays

  • 24 April - 30 April

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING what everything is made of by investigating the periodic table

    Success Criteria
    • I can find different elements on the periodic table
    • I can recall the symbols of common elements
    • I can define element, atom, and compound


    Activities:

    • Researching 10 elements
    • Periodic table song
    • Learning the first 20 element's names and numbers

  • 1 May - 7 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING what everything is made of by investigating the periodic table

    Success Criteria
    • I can construct 3D models of different compounds
    • I can recall how to name compounds
    • I can define element, mixture, and compound
    • I can distinguish between mixtures and compounds
    • I have separated a mixture of water and dirt


    Activities:

    • Drawing diagram of atom
    • Find the symbol for the list of element and work out the name of the cartoon character
    • Making compounds with molymods
    • Periodic table of elements worksheet on Google Classroom
    • Filtering dirty water practical

  • 8 May - 14 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on mixtures and compounds
    • We are FOCUSING on identifying the compounds in paint
    • We are FOCUSING on developing a method to make our own paint
    Success Criteria
    • I can define solute, soluble, insoluble and solvent
    • I can recall the factors that affect solubility


    Activities:

    • Solutions worksheet on Google Classroom
    • Video: 
    • Experiment: you are going to find out how the temperature of a solvent affects the rate of solubility of a solute.
    • Chromatography experiment: separating mixtures of inks

  • 15 May - 21 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on mixtures and compounds
    • We are FOCUSING on identifying the compounds in paint
    • We are FOCUSING on developing a method to make our own paint

    Success Criteria

    • I can define solute, soluble, insoluble and solvent
    • I can recall the factors that affect saturation


    Activities:

    • Experiment: making a saturated solution of copper sulphate
    • Experiment: making a dilution series of potassium permanganate

  • 22 May - 28 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on mixtures and compounds
    • We are FOCUSING on identifying the compounds in paint
    • We are FOCUSING on developing a method to make our own paint

    Success Criteria

    • I can recall chemical and physical properties of various metals
    • I can read scientific information and then write it in my own words


    Activities:

    • Assessment 1 research into the chemicals in paint

  • 29 May - 4 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on mixtures and compounds
    • We are FOCUSING on identifying the compounds in paint
    • We are FOCUSING on developing a method to make our own paint

    Success Criteria

    • I can recall chemical and physical properties of various metals
    • I can read scientific information and then write it in my own words


    Activities:

    • Assessment 1 research into the chemicals in paint

  • 5 June - 11 June

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create paint using iron oxide mineral pigment


    Success Criteria

    • I can follow a method to make paint


    Activities:

    • Assessment 1 making paint

  • 12 June - 18 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the behaviour of matter by investigating diffusion and conduction


    Success Criteria

    • I can define concentration gradient
    • I can define diffusion
    • I can identify and describe examples of diffusion in biology


    Activities:

    • Research into biological examples of diffusion (lungs and gas exchange, gut and digestion)
    • Experiment: conduction of metals with petroleum jelly and pins

  • 19 June - 25 June

    No class this week due to cross country and rostering home

  • 26 June - 2 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the behaviour of matter by investigating diffusion and conduction


    Success Criteria

    • I can name the different Matariki whetū
    • I can follow a method to dye fabric with plant dyes
    • I can compare and contrast physical and chemical changes in matter


    Activities:

    • Fill table in with information about the Matariki whetū
    • Education Perfect task
    • Dyeing fabric with different plant dyes based on traditional Māori plant dyes + identifying whether a change is physical or chemical

  • School Holidays

  • School Holidays

  • 17 July - 23 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Elections 2023 by investigating the environmental policies of different parties
    • We are EXPLORING the environmental impact of people on Earth by researching the causes and effects of climate change



    Success Criteria

    • I can discuss the causes and effects of climate change
    • I can recall the main greenhouse gases


    Activities:

    • Making greenhouse gases with molymods
    • Create a leaflet for the general public explaining what global warming is and how humans are contributing towards it

  • 24 July - 30 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Elections 2023 by investigating the environmental policies of different parties
    • We are EXPLORING the environmental impact of people on Earth by researching the causes and effects of climate change



    Success Criteria

    • I can discuss the causes of climate change
    • I can recall the main greenhouse gases
    • I can name the effects of climate change


    Activities:

    • Graphing CO2 levels and sea level increase over time
    • Researching Paris Agreement
    • Making a new country: draw a country map; will you sign the agreement? Why or why not?

  • 31 July - 6 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how unique the biodiversity of New Zealand is


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Elections 2023 by investigating the environmental policies of different parties
    • We are EXPLORING the environmental impact of people on Earth by researching the causes and effects of climate change



    Success Criteria

    • I can discuss the causes of climate change
    • I can recall the main greenhouse gases
    • I can name the effects of climate change
    • I can define the term biotic factor and name examples 
    • I can define the term abiotic factor and name examples 


    Activities:

    • Design an advertising campaign (complete with posters, leaflets, etc.) to be displayed around the School to help people (both students and staff) combat climate change
    • Ocean acidification and rising sea level readings 
    • Practicing drawing scientific diagrams
    • Circle of Life (Lion King): what biotic and abiotic factors did you see?

  • 7 August - 13 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how unique the biodiversity of New Zealand is


    Success Criteria

    • I can define the term biotic factor and name examples 
    • I can define the term abiotic factor and name examples 
    • I can look at an animal and its habitat and identify its adaptations
    • I can discuss the feeding relationships in an ecosystem. 


    Activities:

    • "Bird beak" adaptations practical
    • Predator vs prey game and graphing the results

  • 14 August - 20 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how unique the biodiversity of New Zealand is


    Success Criteria

    • I can define the term biotic factor and name examples 
    • I can define the term abiotic factor and name examples 
    • I can look at an animal and its habitat and identify its adaptations
    • I can discuss the feeding relationships in an ecosystem. 


    Activities:

    • Science Assessment 2

  • 21 August - 27 August

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how unique the biodiversity of New Zealand is


    Success Criteria

    • I can define the term biotic factor and name examples 
    • I can define the term abiotic factor and name examples 
    • I can look at an animal and its habitat and identify its adaptations
    • I can discuss the feeding relationships in an ecosystem. 


    Activities:

    • Science Assessment 2

  • 28 August - 3 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on explaining things that may harm our body systems


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING systems of the body




    Success Criteria


    • I can name the parts of the circulatory system
    • I can name the parts of the heart
    • I can recall the three main types of blood vessels


    Activities:

    • Policy writing - Climate change and electric vehicles 
    • Labelling diagram of circulatory system
    • Writing definitions of arteries, veins, and capillaries

  • 4 September - 10 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on explaining things that may harm our body systems


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING systems of the body




    Success Criteria


    • I can name the parts of the circulatory system
    • I can name the parts of the heart
    • I can describe how blood flows around the body and through the heart


    Activities:

    • Heart dissection
    • Labelling diagram of the heart
    • following the flow of blood through the heart, to the lungs, back to the heart and to the rest of the body
    • discussing the causes of heart disease and the impacts on NZ society

  • 11 September - 17 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on explaining things that may harm our body systems


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING systems of the body




    Success Criteria


    • I can name the parts of the respiratory system
    • I can describe gas exchange between the lungs and blood vessels


    Activities:

    • Making model lungs with balloons, straws and cups
    • Lung dissection demo
    • Discussing the effects of vaping and smoking on the lungs

  • 18 September - 23 September


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING systems of the body




    Success Criteria


    • I can name the parts of the eye


    Activities:

    • Eye dissection
    • Labelling diagram of the eye
    • Watch eye video: 

  • School Holidays

  • School Holidays

  • 9 October - 15 October

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING developing strategies to critically evaluate content from a variety of sources
    • We are FOCUSING Earth and moon-related conspiracy theories by researching the evidence for and against the theories


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING fake news by investigating science-based conspiracy theories
    • We are EXPLORING physics concepts by disproving conspiracy theories using the scientific method





    Success Criteria


    • I can think critically about someone else’s opinion and whether I agree or disagree with them
    • I can read information and make a decision based on it


    Activities:

    • Discussing UFOs, chemtrails, Area 51


  • 16 October - 22 October

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING developing strategies to critically evaluate content from a variety of sources
    • We are FOCUSING Earth and moon-related conspiracy theories by researching the evidence for and against the theories


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to debate for or against a conspiracy theory so that we can present a side of an argument strongly and demonstrate our knowledge of the science or lack thereof behind the theory




    Success Criteria


    • I can think critically about someone else’s opinion and whether I agree or disagree with them
    • I can read information and make a decision based on it


    Activities:

    • Discussing Flat Earth theory
    • Debating for or against conspiracy theories
    • Comparing and contrasting pseudoscience and the scientific method

  • 23 October - 29 October

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING developing strategies to critically evaluate content from a variety of sources
    • We are FOCUSING Earth and moon-related conspiracy theories by researching the evidence for and against the theories



    Success Criteria


    • I can think critically about someone else’s opinion and whether I agree or disagree with them
    • I can read information and make a decision based on it
    • I can compare and contrast pseudoscience and the scientific method


    Activities:

    • Comparing and contrasting pseudoscience and the scientific method
    • Testing hypotheses of pseudosciences and seeing if they are falsifiable

  • 30 October - 5 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING fake news by investigating science-based conspiracy theories
    • We are EXPLORING physics concepts by disproving conspiracy theories using the scientific method
    • We are EXPLORING the Mars space race by investigating the conditions on Mars



    Success Criteria


    • I can recall the different factors of the scientific method
    • I have identified the main goal of the space race to the moon
    • I can relate the importance of space exploration to my own life


    Activities:

    • Space Race to the Moon scientific literacy task on Google classroom
    • Graphing tasks on Google classroom

  • 6 November - 12 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING fake news by investigating science-based conspiracy theories
    • We are EXPLORING physics concepts by disproving conspiracy theories using the scientific method
    • We are EXPLORING the Mars space race by investigating the conditions on Mars



    Success Criteria


    • I can recall the features that a spacesuit needs for an astronaut to live in space
    • I have identified features that a rover needs for Mars exploration 


    Activities:

    • Life as an astronaut - in class
    • Space shuttle calculations and design a rover worksheet on Google classroom

  • 13 November - 19 November

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on defining the difference between mass and weight
    • We are FOCUSING on calculating speed using time and distance travelled


    Success Criteria


    • I can define the term gravity
    • I can relate gravity to weight and mass
    • I can define weight and mass and how they are different
    • I can recall the units used for weight and mass


    Activities:

    • Defining weight and mass
    • Calculating weight based on mass and vice versa
    • Calculating our weight on Earth, the moon, and on different planets
    • "Phases of the moon" and "Did we land on the Moon" worksheets on Google classroom

  • 20 November - 26 November

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on defining the difference between mass and weight
    • We are FOCUSING on calculating speed using time and distance travelled


    Success Criteria


    • I can calculate the average speed of an object or person using the time taken and distance travelled
    • I can calculate the speed of an object or person at different times in their journey


    Activities:

    • Running 5 m and timing yourself - then using this data to calculate speed travelled, repeat with a walking speed
    • Using time and distance data to calculate speed - in class
    • Drawing distance-time graphs

  • 27 November - 3 December

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on defining the difference between mass and weight
    • We are FOCUSING on calculating speed using time and distance travelled
    • We are FOCUSING on radiation in space by developing a shield that effectively blocks radiation


    Success Criteria


    • I can calculate the average speed of an object or person using the time taken and distance travelled
    • I can calculate the speed of an object or person at different times in their journey
    • I can debate the ethics of a topic
    • I can measure the radiation coming from an object and how effective different shields are


    Activities:

    • Space travel ethics worksheet on Google classroom
    • Space radiation protection project - measuring radiation with a Geiger counter
    • Colouring space images of galaxies online:

    Have you ever seen amazing, coloured images of objects in space, like stars or even entire galaxies? Some of these images were originally taken with forms of radiation that the human eye cannot actually see, like x-rays. In order to create the beautiful pictures you see in the news or online, scientists have to use an image-editing program to add colour to them. We will be trying this in class


  • 4 December - 10 December

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING cells by researching cell organelles
    • We are EXPLORING cells by observing cells under a microscope



    Success Criteria


    • I can prepare a microscope slide with a sample to view under microscope
    • I can focus a microscope so that I can view my sample clearly at different magnitudes


    Activities:

    • Viewing onion cells under microscope
    • Drawing scientific drawing of cells

  • 11 December - 17 December

    Prize-givings and cleaning classrooms