8F1 Science
Weekly outline
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Welcome to Year 8 Science. I hope you have had a wonderful break and are ready to adventure with me for another exciting year exploring the world of science!
Remember - MHOL is where you go to find out what we are doing in our science classes!Term One, Learning Context
Our Year 8 learning context this term is Kiwiana (about our cultural identity in Aotearoa). Since we are off on an adventure to Goat Island, we will learn about our rocky shore coastline. How much do you already know?
During our learning, we will also have to write down our learning intentions (we did this many times last year!)
What are learning intentions?
- Learning intentions help us know what we should know or be able to do at the end of the learning that we may not have known or couldn't do before.
Learning intentions:
- We are FOCUSING ... on how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced
- We are FOCUSING and developing and understanding that there are life processes common to all living things and that these occur in different ways
Success criteria: I can...- Describe the basic rules for working in a science lab
- Describe our learning context
- Learning intentions help us know what we should know or be able to do at the end of the learning that we may not have known or couldn't do before.
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Short week: Monday and Tuesday away from school due to Cyclone Gabrielle
Learning Intensions
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING, researching and discovering the NZ Rocky Shore around Goat Island and connecting with commonly found species residing here
Success criteria:- Define ‘kiwiana’
- Describe where Goat Island is in New Zealand and facts about Goat Island.
- Identify Goat Island species
- Describe the term rocky shore
- List and describe the rocky shore zones
Activities:
- Identifying common species at Goat Island
- Exploring Goat Island
Homework:
- Learn the Goat Island species
- Return your Goat Island Trip form
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As per last week.
Plus: Trip to Goat Island
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Wednesday - Student lead conference day
Learning intentions:
- As per week one
Success criteria: I can
- Label the tidal zones
- Make connections between tides in and out and affect on life
- Understand how important habitats are to the survival of species
- Understand how disrupting habitats can affect the survival of a species
- Understand that the moon controls tidal movements
- Understand assessment requirements and that I can work on this at home
Activities- Watch: video
- Research: Rocky shore habitat and living conditions
- Monitoring and graphing: Tides
- Assessment: Assessment tasks and requirement
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Continuing on as per last week
Note:
- Mrs Williamson is on Year 7 camp for part of this week.
- You will be working on your Goat Island Species Assessment as per our class discussion earlier in the week.
- All the information required is on Google Classroom.
- You will be given feedback to help you at the check-in point but this will depend on how much work you complete with your when you have a reliever present
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Thursday: No school
Learning intentions: We are...- Learning to recognise that all living things have certain requirements so they can stay alive.
Success criteria: I can....
- Identify the 7 life processes of living things
- Differentiate between living and nonliving
- Explain that living things have adaptations according to their environment
Activities:
- Tasks: Literacy reading task followed by question and answers. Then class quiz. Identifying living and non living items around us; Using Mrs C Gren to write differences between animals and plants; draw or describe images to show understanding; finally using Google to explore how animals take in oxygen and their organs.
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PLAN & DO / WHAKAMAHI
Learning intentions: We are...
- Working on our assessment: PLANNING on a trip to Goat Island so that we can apply our class learning. In technology we are designing and constructing a fish species and in science we are demonstrating our knowledge by publishing a supporting research project.
- Learning about adaptations
Success criteria: I can...
- Describe what an adaptation is.
- List the three common types of adaptations.
- Identify and describe examples of an adaptation for each type
- Effectively manage my time to complete my assessment and know that I can attend lunchtime workshops for one on one help with Mrs Williamson (this is being offered to me for 7 days)
- Move myself forward with the assessment check-in and feedback I have been given
- Print and load my assessment onto MHOL by the due date
Activities:
- Learning about adaptation with class activities and discussion and the three different types
- Identify fish adaptations that will help me with my assessment
- Practical investigation: Beak adaptation experiment
- Lunchtime help with assessment and clear direction on requirements
- Education Perfect Tasks
Homework:- To continue to work on your Science Goat Island Fish Species assessment. To email me if you have questions, and to attend the lunchtime workshops
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Learning intentions: We are
- Learning about food chains and food webs, and how to differentiate between them plus key terms consumers (herbivores, omnivores and carnivores), producers and decomposers
Success criteria: I can...
- Define and describe food chains and food webs,
- Describe terms and Identify the positions of producers, consumers, and decomposers in a food chain
- Compare food chains and food webs
- Use food chains and food webs to identify feeding relationships and the flow of energy in an ecosystem
- Writing definitions for key words
- Education Perfect tasks - Food Chains and Food webs
- Drawing and understanding our own fish species food webs for our science assessment
- Learning to use the tool - Google draw to construct our food web
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This week: School assembly, Whanau assembly, orienteering, Easter Friday
Learning intentions: We are...
- Learning how to safely perform a fish dissection using a scalpel and tweezers plus identify key fish adaptations e.g. fins, scales, endoskeletons, eye balls, gills, digestive system etc.
Success criteria: I can ...
- Safely and correctly carry out a animal (fish) dissection
- Use a dissecting microscope
Activities:
Practical investigation: Tuna fish dissection to observe species adaptations e.g fins, gins, scales, mouth parts plus dissecting microscopic work.
And... a big thank you for being such an awesome group of students to teach in science. You have been truly amazing and I will miss you.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- students' growing science knowledge when considering issues of concern to them.
- We are EXPLORING...
- various aspects of an issue and making decisions about possible actions.
- We are EXPLORING...
- the use of a range of scientific symbols, conventions, and vocabulary.
Kia ora and welcome to Y8F1 science class for Term 2.
My name is Mr. Hishey. I've been a foundation teacher at MHJC since 2009. I have taught Maths, Science, Global Studies, English, Foodtech, Photography and Music. I've also been a coach for the senior boys' football and volleyball teams. I retired two years ago, however, my passion for teaching and learning has brought me back.
Google Classroom: 2023
8F1 - Class code: haip6iq
For Term 2 here's the background that will help us explore the context- SURVIVOR. (AO L4: Nature of science)How might the knowledge of Science help us survive a natural disaster, an accident or survive in a forest, desert or out in the sea?
Learning Intention: First we begin to understand - explore. We now know - focus. then we do - action.
We are learning to create a big picture for term 2 by mindmapping - context, research,hypothesis, plans, timelines, equipment, feedback, feedforward, home learning, experiments, graphs, journal, writeup, analysis, evaluation, conclusion.
We are learning to weave out a strand in the mindmap and explore the possibility of a scientific investigation on a survival experiment. (explore, I wonder, What if...)
We are creating groups of students with a similar focus.
Task: Read the learning intention of the context above and be very clear of the expectation.
Create and copy the mindmap from the board on your Science book. Use colours.
Think of what might interest you from the mind map. Write it down.
Conference with me and have your book marked.
Success cirteria: Completing the task above in two sessions.
Home learning: Please complete all tasks for submit during the next class for marking.
- We are EXPLORING...
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Learning is remembering!
Revisit: week 1 lessons:
1. Brain storm and mindmapped context.
2. Copied mindmap to ex Book.
3. Can recall mindmap.
Success criteria: Week 2 1. Assessment on Timeline, management plan - meaning staying on task with classwork, HW, assignment, groupwork. Mon 2 create a group. Select either: human body, tough girl/guy challenge, war - collaborating with PE, Global studies. Research and select one experiment you might want to do to apply to your survival skill. Use the scientific method to analize, evaluate and apply. mon 3. Teacher co - constructs: I wonder question on air pressure, ask a question, ( hypothesis) what experiment can I do, what might be the aim, what experiment? Plan: method? equipment, data table, graph, describe experiment, variables, graph, explain graph - why? Mon/Tues. 4. Teacher: creates experiment. uses Tuesday's plan. Students observe and write their findings.
Complete EP task by 5th May.Thu
HW for the week.
Task: 1. warm up memory game. First 10 element of the periodic table. Explain how leaning happens. Use grid.
2. Get students in groups for selection of experiment. Research for 10 mins. create mindmap.
3. 10 mins EP tasks.
Plenary: recall 10 elements and recall parts of the scientific method and research. -
Learning is remembering!
Revisit: week 1 and 2 lessons:
1. Recall the Triune brain theory and how the Triune brain theory helps us understand how we learn.
2. Recall habits of the mind- taking 3 weeks to create a habit and using this to create a habit to do homework everyday.
3. Can recall the Big Bang Theory- How the first element created in the universe was Hydrogen. The fusion with Hydrogen created the first 26 elements, till Iron (26). We are all products from the Big Bang.
4. Can Recall 18 elements of the periodic table.
5. Can Recall the sequence of the scientific method.
6. Can describe variables as Independent, Dependent and control (fixed).
Success criteria: Week 3 Explore: 1. Assessment on Timeline, management plan - meaning staying on task with classwork, HW, assignment, groupwork. Mon 2 create a group. Select either: human body, tough girl/guy challenge, war - collaborating with PE, Global studies. Research and select one experiment you might want to do to apply to your survival skill. Use the scientific method to analize, evaluate and apply. mon 3. Teacher co - constructs: I wonder question on air pressure, ask a question, ( hypothesis) what experiment can I do, what might be the aim, what experiment? Plan: method? equipment, data table, graph, describe experiment, variables, graph, explain graph - why? Mon/Tues. 4. Teacher: creates experiment. uses Tuesday's plan. Students observe and write their findings.
Complete EP task by Friday.Thu
HW for the week.
Task: 1. warm up memory game. First 18 element of the periodic table. Explain how leaning happens. Use grid. habits of the mind.
2. Get students in groups for selection of experiment. Names on spreadsheet. Research for 20 mins. create mindmap.
3. 10 mins EP tasks.
Plenary: recall 18 elements and recall parts of the scientific method and research.
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1. Last week's lesson using Kahoot. Check score and recap students' knowledge.
LI: FOCUS: How might we link our Hypothesis to the Variables in our science investigation and how this link help us to create and understand a graph?
SC: We can: divide the variables into: 1. Independent, 2. Dependent and 3. Control.
2. Understand what each variable means and why we use them
3. Understand why the x and y axis on a graph represent the independent and dependent variable.
4. Understand how a graph is a representation of the rate of change. ( unit rate)
5. Understand how a pattern on a graph can help us predict an outcome.
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FOCUS: How might we link our Hypothesis to the Variables in our science investigation and how this link help us to create and understand a graph?
SC: We can: divide the variables into: 1. Independent, 2. Dependent and 3. Control.
2. Understand what each variable means and why we use them
3. Understand why the x and y axis on a graph represent the independent and dependent variable.
4. Understand how a graph is a representation of the rate of change. ( unit rate)
5. Understand how a pattern on a graph can help us predict an outcome.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply the principles of fair testing to our investigation
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- We are PLANNING to use tables and graphs
- We are applying maths to calculate averages and identifier outliers in my data
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply the principles of fair testing to our investigation
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- We are PLANNING to use tables and graphs
- We are applying maths to calculate averages and identifier outliers in my data
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply the principles of fair testing to our investigation
- We are PLANNING to use tables and graphs
- We are applying maths to calculate averages and identifier outliers in my data
- SC:
- We are doing: completing our fair test based on our planning.
- Complete our table and graph
- analyze our graph, predict possible outcomes
- Where to next?
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply the principles of fair testing to our investigation
- We are PLANNING to use tables and graphs
- We are applying maths to calculate averages and identifier outliers in my data
- SC:
- We are doing: completing our fair test based on our planning.
- Complete our table and graph
- analyze our graph, predict possible outcomes
- Where to next?
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply the principles of fair testing to our investigation
- We are PLANNING to use tables and graphs
- We are applying maths to calculate averages and identifier outliers in my data
- SC:
- We are doing: completing our fair test based on our planning.
- Complete our table and graph
- analyze our graph, predict possible outcomes
- Where to next?
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Learning intentions: We are...
Learning this week about integrating my interests with science.
Learning this week about understanding how important science is to society.
Learning this week about creating a profile of myself in relation to science.
Success Criteria: I can...
- Communicate effectively with others.
- Summarise and write notes related to science.
- Create artwork related to science.
- Create a song about science.
- Create a profile related to myself and science.
- Complete a questionnaire about my learning.
Activities:
Monday
Students will complete the "Science Questions" activity first with other students. After they have all completed the "Science Questions" Activity they will complete the "Sell It" activity.
1. Science Questions
Students have ten minutes to find another person in their class to ask and get the answer to these four questions.
● Where is the best place you have been to which is related to science and why?
● What is your favourite science lesson you have done and why?
● What is a great movie related to science that you have seen?
● What is a great memory you have about science in your previous school?
Once they have done that they will come and sit in their seats and share back to the class the answers to the questions.
Each student has a choice to answer 1-4 of the questions. Each student will get a point per question they answer. Whoever answers all 4 questions with the most detail and interest will be the winner.2. Sell It
Students must select one item that they have e.g. books, stationery. Then they must go to another student and persuade them to swap their item with them by giving reason/s for how useful it is and how much it has helped them during their science lessons. Once everyone has done that they must go back to their seats and share back what their item was, who they were selling it to and what their reason/s was to persuade the other student.
If the students have finished both activities they can do a Blooket that I have created.
Tuesday- Students will communicate with each other for 2 minutes about what they think of when somebody mentions the word "science."
- Afterwards, we will make a brainstorm on the whiteboard about "science" as a class.
- The students will then summarise and write their own notes about the strands science we learn at school. The minimum they should write should be about "The material world" and "The physical world" but they can write about the other strands if they have finished.
- If they have finished writing the notes they can create their own artwork about what sort of science they enjoy or is important to them. They can use this video help them get an idea of how to create the artwork:
- Finally, if the students have finished their notes and artwork they can create a song about science and how important it is for them. They can use this song to help them get an idea of how to make the song:
Thursday- The students will create a profile of themselves as a student in science.
- I will show them my profile of how I introduce myself as a teacher.
- I will show students an example of what a profile would look like with scientists: Scientist Profile (Scroll down to see Diana Dawa).
- The students will first have to complete a questionnaire first on what type of learner they are before completing their profile. Link to questionnaire: What type of learner am I?
- The following criteria must all be included in their profiles: Name, History, Education (School & Extracurricular), Skills, What type of learner am I and why (Visual, Auditory or Kinaesthetic) Interests, Beliefs & Values (What is important to them), Favourite Science Quotes, Family, Friends.
- If the students want to include more parts to their profile they are allowed to do so.
- Their profiles MUST include: text, images, big and bold headings.
- If the students have completed their profile they can search some job positions related to science and create a profile related specifically to the job position with an additional description of themselves and why they would be the best candidate for the position.
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Learning intentions: We are...
Learning this week about integrating my interests with science.
Learning this week about defining identity and personality and to identify key features of both.
Learning this week about working collaboratively in groups.
Success Criteria: I can...
- Communicate effectively with others.
- Engage in activities collaboratively with others to complete tasks.
- Identify and define identity and personality.
- Create artwork related to identity and personality.
- Create a story related to identity and personality.
- Create a title page of "Make Your Vote Count."
Activities:
Monday
I will introduce the students to the "Castaway Island Activities" by telling them about the scenario.
The students will do the first task where they must get into groups and choose the number of items they will get from the wreckage of the cruise ship which must be maximum 10kg and explain why they chose those items.
If the students have finished the task then they will get into groups of 4 where they will draw the shape of the island on paper and draw and label what is in the island.
I will tell the students throughout the lesson how science can be used to help with survival on the island and how the task relates to Matauranga Maori. That is, what it would have been like for the Maori to first come to New Zealand in the period of pre-European contact. What knowledge would they have brought with them and what resources they used to survive. What would their life be like compared to the lives of people today?
Tuesday
I will give the students 2 minutes to talk to each other about what they know about the water cycle.
They will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about the water cycle.
Then they will create a title page for "Make Your Vote Count."
They will then put words around of the different branches of science we will touch on.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying the particle nature of the states of matter in the water cycle.
We are FOCUSING on enhancing our understanding of the states of matter by transforming orange juice into different states of matter.
We are FOCUSING on selecting information about particles and explaining our understanding of it.
Success Criteria: I can...
- Create a diagram of the water cycle.
- Identify different states of matter.
- Create a visual poster about the changes in states of matter.
- Write opinions about different states of matter.
- Observe changes in states of matter.
- Connect information about the water cycle.
- Read an article about the water cycle.
Achievement Objectives:
Investigate the water cycle and its effect on climate, landforms, and life.
Begin to develop an understanding of the particle nature of matter and use this to explain observed changes.
Compare chemical and physical changes.
Activities:
Monday
- The students will watch a video about the water cycle.
- They will then see from a slide a wide variety of different things to which they will have to write whether it is a solid, liquid, gas or neither.
- They will then create a visual poster of the changes in states of matter.
- Afterwards, the students will draw the water cycle in their science books using words, diagrams, labels and arrows.
- Finally, the students will write about what state of matter is the most important to humans and why.
Tuesday- The students will watch this video first:
- The students will need to pour about 2/3 of a cup of orange juice into a clear plastic cup.
- Next, they will need to mix in about a teaspoon of baking soda. Using the spoon (or even a straw), the students can mix it a bit.
- The students will need to predict what the bubbles are made out of, and explain that this carbonation (or carbon dioxide) is similar to the carbonation found in soda.
- After a few seconds, they will notice that the acid in the orange juice (a liquid) reacts with the baking soda (a solid), to create bubbles on top (a gas).
- The students will need to draw and label what is used in the experiment and label whether it is a liquid, solid or gas.
- When they finish their experiment they will write their observations of what they saw in their science book.
- Afterwards, they will write a scientific explanation within their conclusion in their science books about why their predictions and observations happened.
- Finally, the students will look at this website Acid-Base reactions and they will Write at least THREE notes from 3 different paragraphs IN THEIR OWN WORDS.
If they have finished writing the notes from 3 different paragraphs they can write notes on the other strands according to the point system below:
JACK: 3 paragraphs + 1 more paragraph (3 points)
QUEEN: 3 paragraphs + 2 more paragraphs (4 points)
KING: 3 paragraphs + 3 more paragraphs (5 points)
Thursday
In their science books the students will write and answer the questions below:
Before you read this, what are particles?
List stories, films, books which show particles in them.
What similarities or consistencies are there between them.
- Students will then read the article How particle detectors capture matter's hidden, beautiful reality.
- They will write any keywords and scientific vocabulary which is related to particles.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of particles.
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FOCUS / ARONGA learning intentions:
We are PLANNING on designing our understanding of how the nitrogen cycle works.
We are PLANNING to demonstrate our knowledge of how much nitrogen is in stream water.
We are PLANNING on applying information about the nitrogen cycle.
Success Criteria: I can...
- Write answers to questions about the nitrogen cycle.
- Write a list of chemicals in different types of water.
- Draw a labelled diagram of the nitrogen cycle.
- Create a plan to stop people polluting water.
- Retrieve water from a stream.
- Observe water from a stream with a microscope.
- Draw contents of what water from a stream looks like.
- Connect information about the nitrogen cycle.
- Read an article about the nitrogen cycle.
Achievement Objectives:
Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Activities:
Monday
- The students will watch a video about how the nitrogen cycle works.
- Then they will insert missing words in sentences which explain the nitrogen cycle.
- After that, they will mix and match the correct elements with each other to form the correct chemical formulas in the nitrogen cycle.
- The students will write a list of chemicals which are in polluted water.
- The students will draw a labelled diagram of the nitrogen cycle if they have finished writing the various chemicals.
- The students will create a plan to stop people polluting water.
Tuesday
- The students will walk down to the stream in the forest at Mission Heights Primary School.
- When they come back to class they will draw up a table in their science books and they will observe the water from the stream in wet slides under microscopes and draw what they see and write their observations of the water in one half of the table.
- Afterwards, they will write a conclusion in their science books about which water has more algae/nitrogen in it from their observations and why.
- The students will write the weather conditions of the day while they went to get water and write how different the water could've been under different weather conditions.
- The students will look at the chemicals which they had written about in yesterday's session and write what chemicals may be in the water in their science books.
- Finally, the students will look at this website which is about how there are lots of pesticides in New Zealand rivers and this website which is about how there is lots of fertiliser in New Zealand rivers and then they will write a conclusion about whether we should use pesticides and fertiliser in New Zealand and if we do then how much should be used.
Thursday
The students will first watch this about how marine life is getting harmed because of algae.
In their science books the students will write and answer the questions below:
Before you read this, what is the nitrogen cycle?
List stories, films, books which show the nitrogen cycle in them.
What similarities or consistencies are there between them.
- Students will then read the article Lack of nutrients stalled rebound of marine life post-Permian extinction.
- They will write any keywords and scientific vocabulary which is related to the nitrogen cycle.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the nitrogen cycle.
They will complete the activities from the "Lack of nutrients stalled rebound of marine life post-Permian extinction" grid. -
FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying the composition of atmosphere.
We are FOCUSING on enhancing our understanding of the composition of atmosphere by developing a model of the Earth's atmosphere.
We are FOCUSING on selecting information about the composition of atmosphere and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about the composition of atmosphere.
- Make a model of the layers of the Earth's atmosphere.
- Connect information about the composition of atmosphere.
- Read an article about the composition of atmosphere.
Achievement Objectives:
Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Activities:
Monday
- The students will first watch a about the layers of atmosphere.
- Then they will read about how air is a taonga to the Maori.
- Afterwards, the students will use this website to create fact files about important facts of air.
- Then they will statistically present the different types of gases which exist in the air using this website.
- Finally they will have to design equipment which they will need if they were travelling in each layer of the atmosphere.
Tuesday
The students will follow the instructions below in order to do the experiment.
- Pour 20mL honey into the beaker.
- Pour 20mL corn syrup into the beaker.
- Pour 20mL dish soap into the beaker.
- Pour 20mL water into the beaker.
- Pour 20mL oil into the beaker.
- Observe what happened.
Then they will use these questions as a guide to write a journal entry, make a poster, give a presentation, or write a research report about their experiment or a related topic.
- What did you observe as you poured each liquid into the beaker?
- Are there perfect lines between each liquid?.
- Can you match each liquid to a layer of the atmosphere?
- Troposphere
- Stratosphere
- Mesosphere
- Thermosphere
- Exosphere
- Which layer of Earth does the dirt/sand represent?
Thursday
The students will first watch this about jumping from space.
In their science books the students will write and answer the questions below:
Before you read this, what is the composition of atmosphere?
List stories, films, books which show the composition of atmosphere in them.
What similarities or consistencies are there between them.
- Students will then read the article Could our Earth be causing the moon to rust?
- They will write any keywords and scientific vocabulary which is related to the composition of atmosphere.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the composition of atmosphere.
Complete the "Could our Earth be causing the moon to rust?" grid. -
FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how weather works.
We are FOCUSING on enhancing our understanding of weather by transforming paper into a weather station.
We are FOCUSING on selecting information about weather and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about weather.
- Transforming paper into a weather station.
- Connect information about weather.
- Read an article about weather.
Achievement Objectives:
Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Activities:
Monday
- The students will first watch a .
- Then they will fill in a table which is about how the depletion of the ozone layer will impact people and the environment.
- Afterwards, they will create a visual ‘food chain’ that shows what humans do to pollute the air and cause climate change.
- Finally, they will present the statistics of the different chemicals which pollute the air.
Tuesday
- The students will transform paper into a weather station.
- The weather station will look like the one on this link.
- Then they will create a digital drawing of a weather station which would be on another planet or a fictional planet.
Thursday
The students will first watch this about tornadoes.
In their science books the students will write and answer the questions below:
Before you read this, what is weather?
List stories, films, books which show weather in them.
What similarities or consistencies are there between them.
- Students will then read the article Satellite imagery reveals 'hidden' tornado tracks.
- They will write any keywords and scientific vocabulary which is related to weather.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of weather.
They will complete the "Satellite imagery reveals 'hidden' tornado tracks" grid. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising the importance of soil.
We are EXPLORING on analysing the attributes of soil.
We are EXPLORING on reading information about soil and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about soil.
- Analyse the attributes of soil.
- Connect information about soil.
- Read an article about soil.
Achievement Objectives:
Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Activities:
Monday
- The students will first watch a about the composition of soil.
- Then they will fill in a table in their science books which is about the composition of soil.
- Afterwards, they will draw and label how people are polluting soil as well as the animals and plants which are getting affected by the pollution of soil.
- Finally, they will draw and colour soil in different states of matter and write about which living things would be able to live in soil in the best state of matter and why.
Tuesday
1. The students will use a magnifying glass to analyse the composition of soil.
2. Then they will answer these questions:- What does the soil feel like? Does it remind you of anything?
- How are the potting soil and our back yard dirt different? Why do you think they’re different?
- Do you think sand would be good to grow plants in? Why or why not?
- What do you think the samples will look like under the magnifying glass?
3. They will then pour water into the soil and analyse it with the magnifying glass.
4. They will then use a pipette to put the soil onto pH litmus paper and see the acidity of it.
5. Finally, they can create a drawing of what could be created with the soil.
Thursday
- The students will first watch this about Sandman.
In their science books the students will write and answer the questions below:
Before you read this, what is soil?
List stories, films, books which show soil in them.
What similarities or consistencies are there between them.
- Students will then read the article More than half of life on Earth is found in soil.
- They will write any keywords and scientific vocabulary which is related to weather.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of weather.
They will complete the "More than half of life on Earth is found in soil" grid.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising the importance of the purity of elements.
We are EXPLORING on experimenting the purity of elements.
We are EXPLORING on reading information about the purity of elements and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about the purity of elements.
- Use chromatography paper to do experiments.
- Connect information about the purity of elements.
- Read an article about the purity of elements.
Achievement Objectives:
Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.
Activities:
Monday
- The students will watch this about the quantitative aspects of elements.
- The students will then do the activity where they will look at the compounds on slide 6 of the lesson and research the names of the compounds and write the names of the compounds in their science books.
- If they have finished the activity they will do task 1 where they will add the ions together from slide 6 but with only one of each element. How ‘pure’ or ‘neutral’ would you say the overall charge of the elements are?
- Afterwards, they will draw and label their own type of element and write what it’s used for. Make sure they include the atomic number, how many protons and electrons it has, ion charge and how it can be merged with other elements.
- Finally, they will create 22 symbols for elements as well as their ion charges. Mix and match combinations of them and write the overall ion charges when they become compounds.
Tuesday- The students will watch this to help them do their purity of elements experiment.
- The students will add distilled water to the beaker.
- Then they will draw a pencil line at the bottom of a sheet of chromatography paper.
- Afterwards, they will draw a cross where each ink will go.
- They will mark on the different inks.
- They will place the chromatography paper in the beaker but the ink should not touch the water.
- They will wait for the water to move up the paper and the dyes to separate out.
- They will leave the chromatogram to dry.
- Finally, the students will draw a colour pattern like the one from this link with what they saw from the colours used with the dye in the experiment.
Thursday
The students will first watch this about accidents that happened during Myth busters.
In their science books the students will write and answer the questions below:
Before you read this, what are elements?
List stories, films, books which show elements in them.
What similarities or consistencies are there between them.
- Students will then read the article Ions and radicals in our world.
- They will write any keywords and scientific vocabulary which is related to elements.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of elements.
They will complete the "Ions and radicals in our world" grid. -
FOCUS / ARONGA learning intentions:
We are PLANNING a design of a campaign pamphlet about an issue regarding water in the environment.
We are PLANNING a design of a video about an issue regarding water in the environment.
Success Criteria: I can...
- Design a video about an issue regarding water in the environment.
- Design a campaign pamphlet about an issue regarding water in the environment.
- Writing statements outlining key information of the issue with water in the environment in Aotearoa.
- Writing statements outlining what we can do to help resolve the issue.
- Including visuals (images, memes, map and flag)
- Having accompanying scripts submitted with paragraph structure shown in videos.
- Using paragraph structure for statements.
PLAN & DO / WHAKAMAHI
This year our context has been “Make Your Vote Count.” As part of this context your assessment will require you to create a campaign pamphlet or video about an issue regarding water in the environment. In this assessment you are required to show how you would show your knowledge of the issue. You will need to use your skills to show that you know the issues related with water in the environment. Also, you will need to show your ability to draw what you would see of water in the environment.
You have the choice of presenting your comparison in either a Campaign Pamphlet format or a Video. -
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on assessing our knowledge of what we know in science.
Success Criteria: I can...
- Complete tasks on Education Perfect.
The students will complete tasks on Education Perfect on this link if they have completed their assessment.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how forces work.
We are EXPLORING on experimenting how forces work by creating a bridge.
We are EXPLORING on reading information about forces and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about forces.
- Do experiments about forces.
- Connect information about forces.
- Read an article about forces.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as forces.
Monday- The students will first watch this about why physics is important in the circus.
- Then they will label and draw 6 more pictures which show Newton’s first law in their science books. Also, write an explanation for each picture for why it shows Newton’s first law.
- Afterwards, they will look at this website about different types of circus acts. They will create a slideshow of circus acts that show Newton’s first law.
- Finally, they will write a list of a minimum of 20 objects which show Newton’s first law and explain how in different situations for when it would be showing Newton’s first law.
Tuesday
The students will first watch this about asteroid impact comparison.
- In their science books the students will write and answer the questions below:
Before you read this, what is Newton's first law?
List stories, films, books which show Newton's first law in them.
What similarities or consistencies are there between them.
- Students will then read the article Explainer: the fundamental forces.
- They will write any keywords and scientific vocabulary which is related to Newton's second law.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of Newton's second law.
They will complete the "Explainer: the fundamental forces" grid.
Thursday- The students will get popsicle sticks and tape.
- They will use the popsicle sticks and tape to build a bridge.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how forces work.
We are FOCUSING on enhancing our understanding of forces by creating Newton's cradle.
We are FOCUSING on selecting information about forces and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about forces.
- Create Newton's cradle.
- Connect information about forces.
- Read an article about forces.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as forces.
Activities:
Monday
- The students will first watch this of physics in the circus.
- Then the students will label and draw 6 more pictures which show Newton’s second law in their science books. Also, they will write an explanation for each picture for why it shows Newton’s second law.
- Afterwards, they will Look at this website about different types of circus acts. Then they will create a slideshow of circus acts that show Newton’s second law.
- Finally, they will write a list of a minimum of 20 objects which show Newton’s second law and explain how in different situations for when it would be showing Newton’s second law.
Tuesday
- The students will first watch this of "Time out of joint."
- In their science books the students will write and answer the questions below:
Before you read this, what is Newton's second law?
List stories, films, books which show Newton's second law in them.
What similarities or consistencies are there between them.
- Students will then read the article Explainer: The fundamental forces.
- They will write any keywords and scientific vocabulary which is related to Newton's second law.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of Newton's second law.
They will complete the "Explainer: The fundamental forces" grid.
Friday- The students will gather materials including string, styrofoam balls and cardboard.
- They will use the materials to create Newton's cradle.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how forces work.
We are FOCUSING on selecting information about forces and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about forces.
- Connect information about forces.
- Read an article about forces.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as forces.
Activities:
Tuesday
- The students will first watch this of physics in the circus.
- Then the students will label and draw 6 more pictures which show Newton’s second law in their science books. Also, they will write an explanation for each picture for why it shows Newton’s third law.
- Afterwards, they will Look at this website about different types of circus acts. Then they will create a slideshow of circus acts that show Newton’s third law.
- Finally, they will write a list of a minimum of 20 objects which show Newton’s third law and explain how in different situations for when it would be showing Newton’s third law.
Thursday
- The students will first watch this of "The Marauder."
- In their science books the students will write and answer the questions below:
Before you read this, what is Newton's third law?
List stories, films, books which show Newton's second third law in them.
What similarities or consistencies are there between them.
- Students will then read the article Einstein taught us: It's all 'relative.'
- They will write any keywords and scientific vocabulary which is related to Newton's third law.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of Newton's third law.
They will complete the "Einstein taught us: It's all 'relative'" grid.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how energy works.
We are EXPLORING on experimenting an illustration of energy.
We are EXPLORING on reading information about energy and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about electricity.
- Illustrate a form of energy of your own choice.
- Connect information about energy.
- Read an article about energy.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as energy.
Monday- The students will first watch this about what is energy.
- Then they will label and draw 6 more pictures which show different forms of energy in their science books. Also, they will write an explanation for each picture for why it shows that form of energy.
- Afterwards, they will create a mind map which shows the different forms of energy.
- Finally, within the slideshow they have made about the different circus acts they will write what forms of energy are shown.
- The students will have compassion for the people who do the circus acts.
Tuesday
The students will first watch this of crushing a car with water.
- In their science books the students will write and answer the questions below:
Before you read this, what is energy?
List stories, films, books which show energy.
What similarities or consistencies are there between them.
- Students will then read the article "Getting maximum calories in shortest time is priority for bumblebees."
- They will write any keywords and scientific vocabulary which are related to energy.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of energy.
They will complete the "Getting maximum calories in shortest time is priority for bumblebees" grid.
OR
They will write notes about the article "Getting maximum calories in shortest time is priority for bumblebees" which summaries the main points in them.
Thursday
The students will draw a artwork of their own choice which shows different forms of energy like in this link. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how magnetism works.
We are EXPLORING on experimenting with magnetism.
We are EXPLORING on reading information about energy and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about magnetism.
- Create a magnetic pendulum.
- Connect information about magnetism.
- Read an article about magnetism.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as magnetism.
Monday- The students will first watch this about a crash course on magnetism.
- Then they will see a list of directions on a compass which show where the opposite pole of a magnet is. They will write in their science books the opposite end if it is attracting or the same end if it is repelling.
- Afterwards, they will see a map of the Earth and the middle of the world. They will choose any place in the world that is the middle of the world and draw a map of the world which shows magnetic field which goes to different places.
- Finally, within the slideshow they have made about the different circus acts they will add images of magnets if they were there and explanations for magnets.
- The students will have compassion for the people who do the circus acts.
Tuesday
The students will first watch this of the world's strongest magnet.
- In their science books the students will write and answer the questions below:
Before you read this, what is magnetism?
List stories, films, books which show magnetism.
What similarities or consistencies are there between them.
- Students will then read the article "People may indeed have a sixth sense - for magnetism."
- They will write any keywords and scientific vocabulary which are related to magnetism.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of magnetism.
They will complete the "People may indeed have a sixth sense - for magnetism" grid.
OR
They will write notes about the article "People may indeed have a sixth sense - for magnetism" which summaries the main points in them.
Thursday
The students will draw a design of a magnetic pendulum then they will create a magnetic pendulum like in this link. Then they will write about how the magnets attract or repel. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how electricity works.
We are EXPLORING on experimenting an illustration of electrical components.
We are EXPLORING on reading information about electricity and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about electricity.
- Illustrate a robot of your own choice which shows electrical components.
- Connect information about electricity.
- Read an article about electricity.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as electricity.
Monday- The students will first watch this about different electrical components.
- Then they will create an information sheet of the different electrical components using this site.
- Afterwards, they will draw, label and colour their own version of neon lights.
- Finally, within the slideshow they have made about the different circus acts they will add images of electrical machines and give explanations for why the electrical machines are there.
- The students will show compassion for the people who do the circus acts.
Tuesday
The students will draw a robot of their own choice which shows electrical components like in this link. If they need help with knowing the functions of the electrical components they can look at Energy Education.
If the students have finished they can create a poster of Newton's first law of motion like in this link.
OR
They can do the work on Education Perfect about electricity on this link.
ThursdayThe students will first watch this about how Ironman's arc reactor works.
- In their science books the students will write and answer the questions below:
Before you read this, what are electrical components?
List stories, films, books which show electrical components in them.
What similarities or consistencies are there between them.
- Students will then read the article "Explainer: How batteries and capacitors differ."
- They will write any keywords and scientific vocabulary which are related to electrical components.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of electrical components.
They will complete the "Explainer: How batteries and capacitors differ" grid.
OR
They will write notes about the article "Explainer: How batteries and capacitors differ" which summaries the main points in them.
If the students have finished, they can create characters who will be part of an interview. They will then create a pamphlet consisting of the interviewer asking questions from this website as well as the guest speakers who will answer those questions. -
FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how light works.
We are FOCUSING on enhancing our understanding of light by creating a kaleidoscope.
We are FOCUSING on selecting information about light and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about light.
- Create a kaleidoscope.
- Connect information about light.
- Read an article about light.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as light.
Activities:
Monday
- The students will first watch this of a crash course about light.
- Then the students will draw a table in their science books and write whether light is a wave, particle or both in each section.
- Finally, within the slideshow they have made about the different circus acts they will add images of sources of light and give explanations for why the sources of light would be there.
- The students will show compassion for the people who do the different circus acts.
If the students have finished they can create a poster of Newton's second law of motion like in this link.
Tuesday
- The students will first watch this of the attribute of light science still can't explain.
- In their science books the students will write and answer the questions below:
Before you read this, what is light?
List stories, films, books which show light in them.
What similarities or consistencies are there between them.
- Students will then read the article Building a mirror with light.
- They will write any keywords and scientific vocabulary which is related to light
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of electricity.
They will complete the "Building a mirror with light" grid.
If the students have finished, they can create characters who will be part of an interview. They will then create a pamphlet consisting of the interviewer asking questions from this website as well as the guest speakers who will answer those questions.
Thursday- The students will cut out a circle of paper.
- They will then divide the paper into different segments and decorate it with different coloured patterns.
- Then they will put a straw through the middle of the paper.
- Afterwards, they will tape an empty toilet paper roll around the straw.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how sound works.
We are FOCUSING on selecting information about sound and explaining our understanding of it.
We are FOCUSING on enhancing our understanding of sound by creating art with the theme of sound.
Success Criteria: I can...
- Write answers to questions about sound.
- Connect information about sound.
- Read an article about sound.
- Create art with the theme of sound
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as sound.
Activities:
Monday
- The students will first watch this about what is sound.
- Then the students will see a list of animals. They will write in their science books the pitch and the amplitude (how loud) the sounds each animal makes.
- Then the students will use this link to create a fact file of all the different characteristics of sound waves: wavelength, amplitude, frequency, time period and velocity.
- Finally, within the slideshow the students have made about the different circus acts they will add images of sources of sound and give explanations for why the sources of sound would be there.
Tuesday
- The students will first watch this of the top 20 Disney hardest songs to sing.
- In their science books the students will write and answer the questions below:
Before you read this, what is sound?
List stories, films, books which show sound in them.
What similarities or consistencies are there between them.
- Students will then read the article Sound cloak.
- They will write any keywords and scientific vocabulary which is related to sound.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of sound.
They will complete the "Sound cloak" grid.
Thursday
The students will draw a picture which shows a musical instrument as well as the sound waves which are produced from it like in this link. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how heat works.
We are EXPLORING on reading information about heat and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about heat.
- Draw artwork related to heat.
- Explain how a movie is related to the context of "Circus Circus"
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as heat.
Monday- The students will first watch this about what is heat.
- Then they will look at this website or this link about exothermic and endothermic reactions and go down the page. Then create a table like the one on the next slide about differences between exothermic and endothermic reactions.
- Afterwards, they will label and draw 6 more pictures which show exothermic and endothermic heat in their science books. Also, they will write an explanation for each picture for why it shows exothermic and endothermic heat.
- Then within the slideshow they have made about the different circus acts they will add images of sources of heat and give explanations for why the sources of heat would be there.
- They will do the next task as is explained: "Imagine that the prime minister has come to ask you to explain to the public information about heat. The prime minister wants you to explain about the importance of exothermic and endothermic heat as well. Write a response to the questions."
- Finally, they will see a list of different occurrences. They will need to write next to each occurrence whether it would either be an exothermic or endothermic reaction.
- The students will show compassion for those people who are in the circus.
Tuesday
The students will draw a work of art which will show how things look when it is shown through heat vision like in this link.
ThursdayThe students will watch "A Bug's Life" on this and then they will explain how it is related to the context of the circus.
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FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how energy transformation works.
We are EXPLORING on experimenting an illustration of energy transformation.
Success Criteria: I can...
- Write answers to questions about energy transformation.
- Draw artwork related to energy transformation.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as energy transformation.
Monday- The students will watch this about types of energy transformations.
- Then they will see a list of different scenarios. They will use this website to write what type of energy transformations they see.
- They will then label and draw 6 more pictures which show energy transformations in their science books. Also, write an explanation for each picture for why it shows energy transformations.
- The students will then imagine a scenario where the prime minister has come to ask them to explain to the public information about energy transformations. The students will write a response to that.
- Finally, the students will design machines for each energy transformation.
Tuesday
The students will draw artwork of different types of energy transformations on A3 paper.