9F1 Science
Weekly outline
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Activities:
- Lab safety rules recap
- Lab safety blooket
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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
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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:
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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.
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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.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the water cycle by experimenting with water using bunsen burners
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
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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
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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
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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
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on specific types of energy
- We are FOCUSING on light energy and how eyes see light
- 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
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of by investigating the periodic table
- 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
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of by investigating the periodic table
- 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
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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
- 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
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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
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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
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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
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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
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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)
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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:
- Experiment: conduction of metals with petroleum jelly and pins
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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
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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
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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?
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how unique the biodiversity of New Zealand is
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?
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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
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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
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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
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining things that may harm our body systems
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
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining things that may harm our body systems
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
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining things that may harm our body systems
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
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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:
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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 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
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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 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
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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
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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
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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
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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
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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
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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
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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
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Prize-givings and cleaning classrooms