Weekly outline

  • General

  • 30 January - 5 February

  • 6 February - 12 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 









  • 13 February - 19 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 










  • 20 February - 26 February



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 










  • 27 February - 5 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 











  • 6 March - 12 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 13 March - 19 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 20 March - 26 March



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 27 March - 2 April



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the Science lab, the equipment used and the rules that apply to working here 
    • We are EXPLORING  what makes us unique and how we are different from our classmates - variation 
    • We are EXPLORING the environment in Tane bush and the organisms that live there 
    • We are EXPLORING the classification of organisms and how we fit into this big picture  

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 3 April - 9 April


     

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 10 April - 16 April


  • 17 April - 23 April

  • 24 April - 30 April

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound



     

    Learning Intentions :  We are learning to (WALT)...

    • List the safety rules for working in a science laboratory
    • Identify safety hazard (HAZCHEM) symbols 
    • Identify common laboratory equipment 
    • Draw laboratory equipment in a scientific manner 
    • Learn about carrying out fair tests 
    • Learn about what makes us unique - variation within our class and whanau 
    • Learn about the classification system and how we fit into this 
    • Learn about what we are made up of and how this helps us function 
    • Describe different environments and investigate what lives in them
    • Success Criteria: I can/have...
    • Correctly identify and draw the different apparatus found in a science laboratory
    • Drawn up a  list of safety rules for the science laboratory and draw a poster to go up in the room
    • Describe  and identify the different hazards from the HAZCHEM symbols 
    • Explain how to work safely in the science laboratory
    • Tabulate the differences between the different types of organisms found in the Vertebrate Class
    • Label a typical diagram of a cell 
    • Describe what variation is and why it is important 
    • Investigate the different environments in the school and discuss what organisms live in these environments

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 1 May - 7 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 












  • 8 May - 14 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 














  • 15 May - 21 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 














  • 22 May - 28 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 29 May - 4 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the structure and function of the brain by researching topics introduced in class
    • We are EXPLORING the nervous system by recognising the different parts and investigating how these parts all work together to keep us alive
    • We are EXPLORING methods of communicating and the basics of sound


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 5 June - 11 June

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on designing a healthy plate of food so that we can advise the rest of the Water Whanau maintain a healthy body and brain

     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 













  • 12 June - 18 June

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on designing a healthy plate of food so that we can advise the rest of the Water Whanau maintain a healthy body and brain


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Plan a Healthy meal taking into account the different nutrients needed for growth of a teenager 
    • Successfully read a food label
    • Successfully plot the data found on a food label 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 
    • Plan a healthy meal 
    • Read a food label 
    • Plot a graph of the data found in a food label 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 

















  • 19 June - 25 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on a healthy brain and the factors that are needed for us to maintain a healthy well functioning brain.
    • We are FOCUSING on identifying describing and using different methods of communication



     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Plan a Healthy meal taking into account the different nutrients needed for growth of a teenager 
    • Successfully read a food label
    • Successfully plot the data found on a food label 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 
    • Plan a healthy meal 
    • Read a food label 
    • Plot a graph of the data found in a food label 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 

















  • 26 June - 2 July

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on designing a healthy plate of food so that we can advise the rest of the Water Whanau maintain a healthy body and brain


     

    Learning Intentions :  We are learning to (WALT)...

    • Investigating the factors for a healthy brain
    • Identify the different parts of the brain 
    • Identify the structure and function of a healthy brain 
    • Identify how our brain keeps us safe 
    • Describe other factors that are involved to keep our brains and bodies healthy - like a healthy diet, plenty of exercise and good sleep
    • Practically investigate the different nutrient groups in food 
    • Plan a Healthy meal taking into account the different nutrients needed for growth of a teenager 
    • Successfully read a food label
    • Successfully plot the data found on a food label 
    • Success Criteria: I can/have...
    • Correctly label a brain 
    • Describe  and identify the different parts of the brain and their uses 
    • Explain how to have a healthy brain and body through a healthy diet exercise and sleep 
    • Correctly plate up a healthy plate of food 
    • Label a typical diagram of a nerve 
    • Describe why people are hungry and what we can do to help rectify this 
    • Investigate the different nutrients in food by performing food tests 
    • Plan a healthy meal 
    • Read a food label 
    • Plot a graph of the data found in a food label 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 
















  • 3 July - 9 July



  • 10 July - 16 July

  • 17 July - 23 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports




     

    Learning Intentions :  We are learning to (WALT)...

    • Investigate the different parts of a plant 
    • Understand the different functions of the plant organs and how our food is mostly modified plant organs 
    • Understand how a seed germinates and grows into a plant that we can eat
    • Understand why pollinating agents like bees are important
    • Investigate different types of pollinating agents 
    • Research why Manuka honey is particularly important to New Zealand and a Legend in NZ 
    • Success Criteria: I can/have...
    • Draw and label the different parts of a plant
    • Explain how modified plant organs are food 
    • Germinate some seeds and plant these in our veggie garden 
    • Label a diagram of a bee and explain why bees are important pollinating agents 
    • Describe how flowers reproduce and the importance of pollinating agents 
    • Can explain why Manuka honey is an important income source in NZ and why it is one of our legends 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 
    4. Germinate seeds 
    5. Plant these seeds out in our veggie garden

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 

  • 24 July - 30 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports




     

    Learning Intentions :  We are learning to (WALT)...

    • Investigate the different parts of a plant 
    • Understand the different functions of the plant organs and how our food is mostly modified plant organs 
    • Understand how a seed germinates and grows into a plant that we can eat
    • Understand why pollinating agents like bees are important
    • Investigate different types of pollinating agents 
    • Research why Manuka honey is particularly important to New Zealand and a Legend in NZ 
    • Success Criteria: I can/have...
    • Draw and label the different parts of a plant
    • Explain how modified plant organs are food 
    • Germinate some seeds and plant these in our veggie garden 
    • Label a diagram of a bee and explain why bees are important pollinating agents 
    • Describe how flowers reproduce and the importance of pollinating agents 
    • Can explain why Manuka honey is an important income source in NZ and why it is one of our legends 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 
    4. Germinate seeds 
    5. Plant these seeds out in our veggie garden

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 

  • 31 July - 6 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports




     

    Learning Intentions :  We are learning to (WALT)...

    • Investigate the different parts of a plant 
    • Understand the different functions of the plant organs and how our food is mostly modified plant organs 
    • Understand how a seed germinates and grows into a plant that we can eat
    • Understand why pollinating agents like bees are important
    • Investigate different types of pollinating agents 
    • Research why Manuka honey is particularly important to New Zealand and a Legend in NZ 
    • Success Criteria: I can/have...
    • Draw and label the different parts of a plant
    • Explain how modified plant organs are food 
    • Germinate some seeds and plant these in our veggie garden 
    • Label a diagram of a bee and explain why bees are important pollinating agents 
    • Describe how flowers reproduce and the importance of pollinating agents 
    • Can explain why Manuka honey is an important income source in NZ and why it is one of our legends 

    Activities:

    1. Google classroom tasks 
    2. Videos on the topic 
    3. Education perfect tasks 
    4. Germinate seeds 
    5. Plant these seeds out in our veggie garden

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


  • 7 August - 13 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports



    Learning Intentions: We are learning to (WALT).

    • Start investigating  insects, specifically bees 
    • Look at the difference between insects spiders and crustaceans (classification)
    • Investigate these differences by doing bit of research 
    • Safety around electricity
    • Use an Identification key to identify various unknown insects 

    Success Criteria: I can/have...

    • Explain what the difference is between insects arachnids and crustaceans
    • Perform basic research from a given site

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activity-  plant a seed for a future science 

    Homework:

     ALL WORK NOT COMPLETED IN CLASS IS HOMEWORK !!

  • 14 August - 20 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports



    Learning Intentions: We are learning to (WALT).

    • Start investigating  insects, specifically bees 
    • Look at the difference between insects spiders and crustaceans (classification)
    • Investigate these differences by doing bit of research 
    • Safety around electricity
    • Use an Identification key to identify various unknown insects 

    Success Criteria: I can/have...

    • Explain what the difference is between insects arachnids and crustaceans
    • Perform basic research from a given site

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activity-  plant a seed for a future science 

    Homework:

     ALL WORK NOT COMPLETED IN CLASS IS HOMEWORK !!

  • 21 August - 27 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports



    Learning Intentions: We are learning to (WALT).

    • Start investigating  insects, specifically bees 
    • Look at the difference between insects spiders and crustaceans (classification)
    • Investigate these differences by doing bit of research 
    • Safety around electricity
    • Use an Identification key to identify various unknown insects 

    Success Criteria: I can/have...

    • Explain what the difference is between insects arachnids and crustaceans
    • Perform basic research from a given site

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activity-  plant a seed for a future science 

    Homework:

     ALL WORK NOT COMPLETED IN CLASS IS HOMEWORK !!

  • 28 August - 3 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING unique legends of NZ by observing and researching and at the NZ Natural World and its organisms
    • We are EXPLORING the Material world strand, by looking at NZ scientists that played a role in atomic science
    • We are EXPLORING The Physical World Strand by investigating legend sport stars and the physics behind the different sports



    Learning Intentions: We are learning to (WALT).

    • Start investigating  insects, specifically bees 
    • Look at the difference between insects spiders and crustaceans (classification)
    • Investigate these differences by doing bit of research 
    • Safety around hive 
    • Use an Identification key to identify various unknown insects 

    Success Criteria: I can/have...

    • Explain what the difference is between insects arachnids and crustaceans
    • Perform basic research from a given site

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activity-  plant a seed for a future science 

    Homework:

     ALL WORK NOT COMPLETED IN CLASS IS HOMEWORK !!

  • 4 September - 10 September



  • 11 September - 17 September

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a tour brochure that highlights the NZ legends highlighting this from a science point of view


  • 18 September - 23 September

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on Germinating seeds so that we can grow plants and flowers so that we can feed the NZ Honey Bee which produces Manuka Honey - a legend in NZ


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a tour brochure that highlights the NZ legends highlighting this from a science point of view


  • 25 September - 1 October

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING on Germinating seeds so that we can grow plants and flowers so that we can feed the NZ Honey Bee which produces Manuka Honey - a legend in NZ




  • 2 October - 8 October

  • 9 October - 15 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of the earth 
    • To investigate the geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain the different layers of the earth 
    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealands land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 

  • 16 October - 22 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealands land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


  • 23 October - 29 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealands land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 


  • 30 October - 5 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealands land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 



  • 6 November - 12 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealands land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 



  • 13 November - 19 November

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the rock cycle to understand how different parts od NZ were made
    • We are EXPLORING plate tectonics to understand how and NZ is prone to volcanoes and earthquakes
    • We are EXPLORING the different extreme activities that a person can do in and around Rotarua


    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealand's land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 



  • 20 November - 26 November

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to investigate the different types of volcanoes and what the geothermal areas in New Zealand can offer tourists.



    Learning Intentions: We are learning to (WALT).
    • To investigate the Geological make up of New Zealand - researching the different types of Volcano formation 
    • To recognise the different types of rocks and how they are made 
    • To understand the rock cycle and how this fits into our Volcanic New Zealand 
    • Investigate Plate tectonics 
    • To recognise how a thermal region is an important tourist hot spot 

    Success Criteria: I can/have...

    • Explain what the difference is between the different types of volcanoes 
    • To successfully explain the rock cycle and how the different rock types are formed 
    • Explain how  and why the thermal regions in New Zealand attract tourists 
    • Perform basic research on plate tectonics and how this has played a role in the make up of New Zealand's land mass 

    Activities:

    1. Watch u tube clips on what makes an insect an insect 
    2. Literacy activity on bees 
    3. Practical activities - making rock/ making fossils 

    Homework:

    Work not completed in class will be for HOMEWORK. Please complete all your work in the google classroom doc - do NOT make a copy and store it else where !! Please also check your e-mails and google classroom for feedback on your work. 



  • 27 November - 3 December

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to investigate the different types of volcanoes and what the geothermal areas in New Zealand can offer tourists.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on New Zealand's unique Geology and suggesting activities that you can do in The Geothermal areas during your Road Trip


  • 4 December - 10 December

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on New Zealand's unique Geology and suggesting activities that you can do in The Geothermal areas during your Road Trip


  • 11 December - 17 December