7F2 Science
Weekly outline
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Welcome to Year 7 Science. I hope you have had a wonderful break and are ready to adventure with me on an exciting year exploring the world of science.
My name is Mrs Williamson.
Term One, Learning Context
Our Year 7 learning context this term is Kainga wai wai (which means our home in Maori). Since we all belong to Forest Whanau, we will learn about our native forest and bush. I wonder how much you already know? We will also have to write down our learning intentions during our learning.
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 attentions. I can...- Describe what science is about
- List basic science lab rules
- Describe what we are learning this term
- State what Kainga wai wai means
- Complete my title page
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This week: Monday and Tuesday away from school - Cyclone Gabrielle
Living World - Ecology
Learning intentions: We are learning to
- Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.
Success criteria: I can
- Describe a New Zealand forest
- Describe the term biodiversity
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Learning intentions: We are learning this week about the history of New Zealand Forests
Success criteria: I can...
- State percentage of land covered in New Zealand forests and how this has changed
- Understand there are two main types of forest in New Zealand and how they came about
- Describe a New Zealand forest
Activity:- Literacy and numeracy exercise
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Wednesday - Student Led Conferences
Learning intentions: We are learning this week in preparation for camp - New Zealand Glowworms
Success criteria: I can...
- Describe the New Zealand glowworm
- State that it isn't a worm but an insect
- Describe its features, habitats and where it is found in New Zealand
- Describe the life cycle
- Describe how it catches prey and its predation
- Literacy exercise - reading and designing a brochure
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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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Friday: Swimming sports
Learning intention: We are...
- Recognising that living things are suited to their particular habitat.
Success criteria: I can...
- Name the basic layers of a forest
- Describe the word habitat
- Define the word organism
- Draw and identify native species
Activities:- Drawing and labelling the key layers of the New Zealand native forest
- Describing key terms - habitat, organism, canopy, forest floor, understorey layer and the emergent layer
- Identifying different organisms living in the layers and their habitats
- Practical investigation: Studying 10 native trees - by feeling, touching and drawing, Google searching one key fact and the height they can grow to and finally identifying the forest layer the tree belongs.
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Learning intentions: We are...
- Learning how to research as a practise run for a science assessment. The Kawakawa class activity is being used as a foundation for learning and understanding how to research and transfer our Google knowledge to our own working document.
Success criteria: I can...
- Research, read, find information and transfer my findings into a report like structure.
Activities:
- Kawakawa trees of New Zealand activity fact sheet. Learning how to research and write for a practise-run science assessment.
Sample pages attached. - Kawakawa leaf tasting
- Kawakawa tea brewing and tasting
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This week: School assembly, Forest Whanau assembly, Orienteering, Easter Friday
Learning intention: As per week prior
Success criteria: As per week prior
Activities: Completing our Kawakawa activity sheet from last week
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...
- using a range of scientific symbols, conventions, and vocabulary.
Kia ora and welcome to Y7F2 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.
7F2 - Class code: imjyl7j
For Term 2 here's the background that will help us explore the context:
This year New Zealand will play co-host to the biggest women's sporting event in the world.
The FIFA Women’s World Cup Australia-New Zealand 2023™ will be a historic event on multiple levels. It is the first edition in the Southern Hemisphere, the first to be co-hosted by two confederations (AFC and OFC), and the first to feature 32 teams.
Australia-New Zealand promises to unlock the untapped football potential of the Asia-Pacific region, deliver record-breaking crowds and long-term participation growth, and bring football together As One in 2023 to celebrate the women’s game.
For more on the tournament, visit FIFA's website: https://www.fifa.com/fifaplus/en/tournaments/womens/womensworldcup/australia-new-zealand2023In this cross-curricular context, students will research, plan and prepare a ‘food truck’ style meal to feed MHJC’s International homestay students who will be visiting MHJC for three weeks in Term 3. Our guests will be attending a ‘World Cup’ football match and will be meeting at school for a eat-on-the-go style meal prior to their outing. The two strongest meals will be selected to mass produce into a ‘take-away’ package. Students will be required to work to a set budget + country for their menu design, which must include background information on their country, map/location, population, information about some players and current issues. Learning is focussed on the Social Science and Mathematics learning areas with Health & PE .
For science we shall be focusing on: (AO: L3,4 - The nature of science)
Science Fair (developing a Fair Test for MHJC’s STEM Fair)
3. Timeline ( this could be our Term 2 assessment for managing self)
Learning Intention: To understand - explore. We begin to know - focus. then we do - action.
We are learning to create a big picture for term 2 by mindmapping - context, science fair, display, graphs, timelines, plans, assessment, home learning, experiments.
We are learning to weave out a strand of the mindmap and explore the possibility of a scientific investigation. (explore, I wonder, What if...)
We are creating groups of students with a similar focus.
Task: Read the description 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 - submit during the next class for marking.
- We are EXPLORING...
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Learning to learn.
Revisit: week 1 lessons:
1. Memorized 1 to 10 element of the periodic table. Done. Mon.
2. from 11 to 18. HW. Tues.
3. . How learning happens - Hook, use known words to remember, revisit 9 times.
Due Tues: HW: describe the evolution of the learning brain. Why is it difficult to learn new things?
3. Create a learning template - build on it. Tues..
Success criteria: Week 2 1. Assessment on Timeline, management plan - meaning staying on task with classwork, HW, assignment, groupwork.
The learning brain: How humans learn.Trex, monkey, human, learning parts of the brain. Tested. write up HW for tomorrow. Done. Learning template Tues.Mon 2 understand air, atmostphere and pressure - WC football, ball pressure, curling of the flight of ball, discuss. Tue 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 yesterday's plan. Students observe and write their findings.
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HW for the week.
Task: 1. warm up memory game. First 10 element of the periodic table. Explain how leaning happens. . Mon.
2. Warm up: learning brain revisit. Elements to 18. Tue.
3. Explain learning grid. Tue.
4. Get students in groups for selection of experiment. Research for 10 mins. create mindmap. Tues.
3. 10 mins EP tasks on the scientific method. time permitting.
Plenary:recall parts of the scientific method and research. Fri.
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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. Are they trialling it?
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 10 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. Research and select one experiment you might want to do to apply. Understand the the scientific method to analyze, 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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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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Learning Intention: I am learning to...
Develop a methodology to conduct a fair test
Use information from primary and secondary sources to help predict results
Identify the difference between independent, dependent and control variables
Success Criteria: I can...
Assess whether an investigation is fair
Identify how to conduct a 'fair test'
Research to understand the fundamental scientific principles involved in my investigation
A. Aim: My investigative question is...
To determine . . .
(who, what, when, where, why, how, etc...)
B. This is how I will test my question... (draft your sequenced procedure here...)
Remember, someone should be able to follow your procedure to duplicate your experiment. Please remember to specify how many times your experiment should be repeated.
1. Write your detailed, step-by-step procedure here...
2. Remember to use precise measurements.
3. Remember to repeat testing multiple times, for increased accuracy (fair test).
4. Record findings in a table/chart.
5. Graph results.
C. The control for my experiment is... (where appropriate)
Write your variables below…
Independent Variable
What you are going to change.
Dependent Variable
What you are going to measure.
Control Variables
All the things you are going to
keep the same to ensure a
fair test.
D. Conducting a fair test is one of the most important ingredients of doing good, scientifically valuable
experiments. How will you ensure that you have developed a fair test.
E. My hypothesis... (what do you predict will happen?)
A hypothesis is an educated guess about how things work.
Your hypothesis should be something that you can actually test, what's called a testable question. In other words, you need to be able to measure both "what you do" and "what will happen."
Write your hypothesis
F. Apparatus: Equipment needed...
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Plan and Do: Learning Intention: I am learning to...
Apply the principles of fair testing to my investigation
Use tables and graphs
Calculate averages and identifier outliers in my data
Success Criteria: I can...
Discuss the role of ‘repeat testing’ in my investigation
Record data in spreadsheet form and construct graphs
Analyse and summarise data
Maintain a log book of actions and observations
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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 the mean and analyze the graph
- 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.
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 the 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:
Friday- 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
- 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 "100% Pure New Zealand."
Activities:
Monday
I will start the "Identity Vs Personality" lesson first by telling the students an idea to think about below:
"A ship goes on lots of long journeys and over time it gets damaged and needs repairing. Slowly part by part is replaced to a point where not a single original part of the ship is in it anymore. Is it still the same ship?I will give the students 3 minutes to talk to each other about it and will hear their ideas afterwards.
I will then tell the students about the difference between identity and difference in relation to the analogy of the ship.
The students will do an activity where they see a list of vocabulary on a grid and will have to decide whether it is in relation to their identity or personality.
They will then do the first task where they draw their identity and personality in a picture frame.
The students will then do a personality test to see what type of personality they are.
Once the students have done the personality test they will do the second task which will involve them creating a coat of arms that shows what they view as the four types of personalities and identities.
The third task will involve the students creating a flag that they think represents their identity.
Finally, the fourth task will be the students creating a comic strip where 4 different characters with 4 different personalities and identities work together or encounter situations/issues where they all help each other and learn from each other.
Tuesday
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?
Friday
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 "100% Pure New Zealand."
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 how the water cycle works.
We are FOCUSING on enhancing our understanding of the water cycle by transforming a bag into an experiment of the water cycle.
We are FOCUSING on selecting information about the water cycle and explaining our understanding of it.
Success Criteria: I can...
- Classify different types of water through a matauranga Maori lens.
- Create a visual poster which shows the different types of water.
- Create a diagram of the water cycle.
- Write opinions about different types of water.
- Construct the water cycle in a bag.
- 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.
Activities:
Monday
- The students will watch a video about the water cycle.
- They will then classify different types of water through a matauranga Maori lens. That is, they will write what type of water it is when it is from the Maori translation and where they can find that type of water.
- They will then create a visual poster of the different types of water.
- 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 water should be like to people.
Tuesday
- The students will draw the water cycle diagram on their bag.
- They will add blue food colouring into the water to represent ocean water.
- Then they will pour the water into a ziplock bag and zip it up.
- They will hang the bag upright on the window (or the door like I did) using packing tape.
- As the water evaporates, vapours rise and condense at the top of the bag. A white patch can be seen resembling clouds in the upper atmosphere.
- After a while, water droplets appear on the inside of the bag. As they become bigger, they will eventually slide downward. The sliding down resembles the flow stage that brings water back into the sea.
- If the water is still warm or if the bag is left on the window facing sunlight, it will keep cycling through the four different stages of the water cycle.
Explore more about the water cycle by answering these questions.
- Can you describe the relationship between the water cycle and living things?
- How does snow fit into the water cycle process?
- What causes soil erosion?
- Have you seen the four stages of the water cycle appear in our daily lives?
Friday
In their science books the students will write and answer the questions below:
Before you read this, what is the water cycle?
List stories, films, books which show the water cycle in them.
What similarities or consistencies are there between them.
- Students will then read the article A freshwater, saltwater tug-of-war is eating away at the Everglades.
- They will write any keywords and scientific vocabulary which is related to the water cycle.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the water cycle.
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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.
- Create a PMI chart about the nitrogen cycle.
- Draw a labelled diagram of the nitrogen cycle.
- 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 write a list of animals, fruits and vegetables which could be affected by the nitrogen cycle.
- The students will write through a matauranga Maori lens what type of water do you think it is when there is lots of algae in it and how they think Tangaroa would feel about it.
- The students will draw a labelled diagram of the nitrogen cycle if they have finished writing about what type of water it is and how Tangaroa would feel about it.
- The students will complete a sheet about the nitrogen cycle.
- The students will create a PMI chart about the nitrogen cycle.
- Finally, if the students have finished everything they will need to write what people should in accordance with the nitrogen cycle.
- 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 this website and write what chemicals are in water with lots of algae in it 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.
Wednesday
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 Mixing trees and crops can help both farmers and the climate.
- 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 "Mixing trees and crops can help both farmers and the climate" 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 adapting paper into 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.
- Draw a labelled diagram of the layers of the Earth's 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 write why air is important to people and the environment.
- Then they will draw a diagram in their science books that shows the different layers of atmosphere using numbers, images, labels, text and arrows.
- Finally they will think of all of the different vehicles which people have created for each layer of the atmosphere. Write a vehicle for each layer of the atmosphere and write what it’s purpose is used for. Finally, write a conclusion of which vehicle you would want to travel in with you choice of layer of atmosphere and why.
Tuesday
- The students will make a circle out of paper for each layer of the atmosphere, gradually increasing in size, and labelling each one.
- On each layer the students will colour as well as decorate it.
- The middle circle which the students will draw and colour in will be Earth.
- After the students have finished their model they will look up layers of atmospheres from other planets and create digital art of it. Then they will create another model of the layers of atmosphere from that planet/s.
Friday
Introduce the topic of the text and ask students what they already know. Put these items on the board so that they are visible during the reading of the text, even if they are indirect connections.
Read the article aloud to them. This will help everyone's comprehension, but particularly those who are resistant to/ have barriers to reading.
The text will be divided up into sections and will be printed at the front of the classroom.
Divide the students into groups of 3: each group will read one section of the text together.
The students will need to discuss with each other the questions below and take notes in their science books from their discussion.
What is the main topic of the section that is being read?
What is the vocabulary that stands out in each section?
The students then change into new groups where they become the ‘expert’. The new group should contain students who have read all sections of the text. As the expert explains their section of the text, other students take notes, ask questions. By the end of this time, all students should have notes for all sections of the text.
If the students have finished then they can complete the grid activities on their Google Classroom.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on identifying how weather works.
We are FOCUSING on enhancing our understanding of weather by measuring wind speed.
We are FOCUSING on selecting information about weather and explaining our understanding of it.
Success Criteria: I can...
- Write answers to questions about weather.
- Measure the speed of wind.
- 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
about weather.
- Then they will make and fill in a table about how weather impacts people and the environment.
- Afterwards, they will create a poster that will get people to vote for them about stopping climate change.
- Finally, they will create a visual diagram that shows the weather conditions throughout last week.
Tuesday- The students will mark one paper cup by wrapping the coloured tape around the outside.
- They will then use the pencil to draw an “x” on the plate, with the middle of the “x” as close to the middle of the plate as possible.
- They will attach a short length of double-sided tape to the side of each cup. Then they will attach one cup to the edge of the plate with the opening facing left. After that, they will rotate the plate and attach the rest of the cups the same way.
- The students will punch the thumbtack through the middle of the plate on the “x.” Then they will pin the plate to the eraser and hold up the plate and cups so they may spin in the breeze.
- They will then find a Web site that gives them the wind speed in their area. They will count how many times the marked cup goes around in 30 seconds and write it down. They will repeat the process at different times over several days, and they’ll be able to translate their numbers into wind speeds. Soon, they won’t need to check with the Internet anymore.
- Then they will create a digital drawing of an instrument that measures the speed of wind which would be on another planet or a fictional planet.
Friday
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 Climate change puts children's health at risk now and in the future.
- 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 "Climate change puts children's health at risk now and in the future" grid. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising the importance of soil.
We are EXPLORING on experimenting how soil can be used as bricks for building.
We are EXPLORING on reading information about soil and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about soil.
- Use soil as bricks for building.
- 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 pollution of soil.
- Then they will fill in a table in their science books which is about how soil pollution affects people and the environment.
- 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 their own god/goddess which would provide kaitiakitanga (guardianship) for the soil.
Tuesday- The students will create buildings using soil bricks from soil in ice cube trays.
- Then they will create a digital drawing of the buildings that they created.
- They will write about what the advantages and disadvantages were of creating buildings using soil bricks.
- Finally, they will write a conclusion of what materials they would use to create buildings and if soil is one.
Friday
- 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 Can soil microbes survive in a changing climate?
- 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 "Can soil microbes survive in a changing climate?" 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.
Friday
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 2019 Nobel Prize in chemistry goes for pioneering lithium-ion batteries.
- 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 "2019 Nobel Prize in chemistry goes for pioneering lithium-ion batteries" grid. -
FOCUS / ARONGA learning intentions:
We are PLANNING a design of a poster of the water cycle.
Success Criteria: I can...
- Design a poster of the water cycle.
- Answer sections using headings and/or full sentences.
- Identifying and describing what happens at each stage of the water cycle using the keywords below: Evaporation, condensation, precipitation, transpiration, surface runoff, evapotranspiration, clouds and water.
- Including visuals (diagram of the water cycle, images, colour, titles, headings) in the poster.
PLAN & DO / WHAKAMAHI
This year our context has been “100% Pure New Zealand.” As part of this context your assessment will require you to design the water cycle. In this assessment you are required to show how you would show your knowledge of the water cycle. You will need to use your skills to show that you know the processes which happen within the water cycle. Also, you will need to show your ability to draw what you would see in the water cycle. -
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 electricity works.
We are EXPLORING on experimenting how electricity work.
We are EXPLORING on reading information about electricity and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about electricity.
- Create an electric circuit.
- 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 how electricity works.
- Then they will see a list of elements with the number of electrons in each shell. They will need to decide how many electrons need to be added or removed in order to create complete shells. Also, they will have to draw the elements and electron shells for each one.
- Afterwards, they will see several different types of materials. They will need to write next to each one whether it will be a conductor, semiconductor or an insulator.
- Finally, they will draw, design and label your own electricity themed costume for festivals and celebrations.
Tuesday
The students will first watch this about the big misconception about electricity.
- In their science books the students will write and answer the questions below:
Before you read this, what is electricity?
List stories, films, books which show electricity in them.
What similarities or consistencies are there between them.
- Students will then read the article Electricity's spark of life.
- They will write any keywords and scientific vocabulary which is related to electricity.
- 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 "Electricity's spark of life" grid.
Friday- Using wire strippers or sandpaper, strip 1/2 in (1.3 cm) of insulation from the ends of each piece of wire to ensure a good connection.
- Tape one end of a short piece of wire to the positive terminal of a D-cell battery using masking tape. Connect the other end of the short wire to one terminal of the light bulb holder. To make a good connection, wrap the wire around the screw on the bulb holder terminal in a U-shape. Connect a long piece of wire to the negative terminal of the D-cell battery using masking tape. Connect a second piece of long piece of wire to the open terminal of the bulb holder.
- Test your circuit by touching the free ends of wire together. What happens? (Answer: The circuit is complete and the bulb lights.) If the bulb does not light, check all connections and try again. Now, leave the circuit open. We will use this circuit as a conductivity tester.
- Use the circuit as a conductivity tester for solid objects. Get materials from your teacher to test. Predict whether each item will conduct electricity. Then, touch the two wire ends to a test object to see if the circuit is completed. How will you know if an item is a conductor or an insulator? (Answer: If an object is a conductor, the bulb will light. If an object is an insulator, the bulb will not light.)
- Predict which objects you think will conduct electricity.
- Use the circuit tester to determine whether each object is a conductor or an insulator. Record your test results on the worksheet.
- Make a conductivity tester for liquids: Modify the conductivity tester by adding one or two more batteries in series (see Figure 3). Use short pieces of wire to connect the batteries in series.
- Carefully wrap aluminium foil around the end of the two open-ended wires to make an electrode. (Note: No foil shown in Figure 3 setup.) Make each electrode 1 in (2.5 cm) long by ¼ in (6 mm) wide.
- Test your circuit. Touch the pieces of a foil together to close the circuit. What happens? (Answer: When you touch the foil electrodes together the bulb lights because the circuit is complete.)
- Predict which liquids will conduct electricity, recording your predictions on the worksheet. How will you know whether a liquid conducts electricity? (Answer: If a liquid conducts electricity, the bulb will light.)
- Use the circuit as a conductivity tester for liquids. Test each liquid by submerging the electrodes in the solution and holding the electrodes close without touching each other. Be careful to only hold the wire where it is insulated. Put on new aluminium foil electrode strips for each test.
If the students have completed the experiment they will complete the "Electricity Worksheet." -
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, the students will draw and label a Halloween setting and name all the different coloured lighting that there is.
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.
Friday- 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.
Success Criteria: I can...
- Write answers to questions about sound.
- Connect information about sound.
- Read an article about sound.
Achievement Objectives:
Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as sound.
Activities:
Tuesday
- 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, the students will draw and label a Halloween setting and name all the different sounds that there is.
Friday
- The students will first watch this of the top 10 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.
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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, they will draw, label and colour what it would be like during Diwali as well as the gods/goddesses of Diwali.
- The students will show cultural connection with those who celebrate Diwali.
Tuesday
The 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.
Friday
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. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how energy works.
We are EXPLORING on experimenting with energy.
We are EXPLORING on reading information about energy and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about energy.
- Create a moveable car out of materials.
- 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, the students will draw and colour what it would be like during Diwali. Then label all the different types of energy that they see during Diwali.
- The students will show cultural connection with those who celebrate Diwali.
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.
Friday
The students will first plan and draw a design of the kind of car they will make and then they will create a moveable car with cardboard, paper, tape and straws. Then they will test the kinetic energy of the car by pushing it across and noting down how far the car goes. They can use this link if they need help with building what the car will look like. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how heat works.
We are EXPLORING on interpreting information about light.
We are EXPLORING on reading information about heat and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about heat.
- Create an informative poster about light.
- Connect information about heat.
- Read an article about heat.
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 they will draw, label and colour what it would be like during Diwali as well as the sources of heat there are with labels of exothermic and endothermic heat. Then draw their own heat related god/goddess. They can use this site of Diwali gods/goddesses for guidance.
- 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 cultural connection with those who celebrate Diwali.
Tuesday
The students will create an informative poster about light and it's connection to Diwali and Halloween like in this link.
OR
They can do the work on Education Perfect about heat on this link.
FridayThe students will first watch this of heat energy.
- In their science books the students will write and answer the questions below:
Before you read this, what is heat?
List stories, films, books which show heat.
What similarities or consistencies are there between them.
- Students will then read the article "Why is the North Atlantic breaking heat records?"
- They will write any keywords and scientific vocabulary which are related to heat.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of heat.
They will complete the "Why is the North Atlantic breaking heat records?" grid.
OR
They will write notes about the article "Why is the North Atlantic breaking heat records?" 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 about heat from this website as well as the guest speakers who will answer those questions. -
FOCUS / ARONGA learning intentions:
We are EXPLORING on recognising how forces work.
We are EXPLORING on experimenting on how forces work.
We are EXPLORING on reading information about forces and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about forces.
- Create a bridge using popsicle sticks to show Newton's first law of motion.
- 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 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.
- Finally, the students will draw, label and colour the items and activities to do during Christmas as well as anything during Christmas which shows Newton’s first law. They can use this site for help.
- The students will show cultural connection with Christmas.
OR
They can create an informative poster about sound like the one here. Their poster must include colour, images, text and titles as well as a border.
Tuesday
The students will create a bridge by using popsicle sticks and tape to show how important Newton's first law of motion is when making bridges.
FridayThe students will first watch this about the world's heaviest object.
- In their science books the students will write and answer the questions below:
Before you read this, what is inertia?
List stories, films, books which show inertia in them.
What similarities or consistencies are there between them.
- Students will then read the article "A matchstick rocket may fail to launch."
- They will write any keywords and scientific vocabulary which are related to inertia.
- Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of inertia.
They will complete the "A matchstick rocket may fail to launch" grid.
OR
They will write notes about the article "A matchstick rocket may fail to launch" 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 EXPLORING on recognising how forces work.
We are EXPLORING on experimenting on how forces work.
We are EXPLORING on reading information about forces and connecting our understanding of it.
Success Criteria: I can...
- Write answers to questions about forces.
- Create Newton's cradle using popsicle sticks to show Newton's second law of motion.
- 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 second law in their science books. Also, write an explanation for each picture for why it shows Newton’s second law.
- Afterwards, 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.
- Finally, the students will draw, label and colour the items and activities to do during Christmas as well as anything during Christmas which shows Newton’s second law. They can use this site for help.
- The students will show cultural connection with Christmas.
OR
They can create an informative poster about sound like the one here. Their poster must include colour, images, text and titles as well as a border.
Tuesday
The students will create Newton's cradle by using popsicle sticks and tape to show how important Newton's second law of motion is in Newton's cradle.
Friday- 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.
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 forces work.
We are FOCUSING on experimenting on how forces work.
Success Criteria: I can...
- Write answers to questions about forces.
- Create animals showing Newton's third law out of popsicle sticks.
- Drawing animals showing Newton's third law.
- Explaining about how "Polar Express" shows the context of "Festivals and Celebrations."
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 third law in their science books. Also, they will write an explanation for each picture for why it shows Newton’s third law.
- They will then 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.
- Finally they will draw, label and colour the items and activities to do during Christmas as well as anything during Christmas which shows Newton’s third law. They can use this site for help.
- The students will show cultural awareness of Christmas.
Tuesday
The students will create animals which show Newton's third law of motion using popsicle sticks and draw the animal doing that as well.
Friday
The students will watch "Polar Express" and explain how it relates to festivals and celebrations on 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.
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, the students will create a slideshow about the different types of magnets they know of and give explanations for all of the uses for those magnets.
- The students will have compassion for people who use magnets.
Tuesday
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.
