Weekly outline

  • General

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  • Term 1: Week 1

    Kia ora koutou!

    Ko Hunter te whānau

    Ko Simcoe, Canada te whenua tupu

    Ko Ms Hunter toku ingoa


    Welcome to Science! 

    Our classes are on Monday, Tuesday and Thursday. 

    Please meet in M11 on Mondays but otherwise we are in F9.

    You can e-mail me at chunter@mhjc.school.nz if you have any questions. 

  • Term 1: Weeks 2+3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...volcanoes, including their formation, types, and eruption mechanisms through experimenting, modelling and researching so we can understand the makeup of the earth's geosphere
    • We are EXPLORING...the impact of volcanic eruptions on the environment and the necessary safety measures needed to use them as a recreational space.

    Paearu Angitu / Success Criteria: I can/have...

    • Explain the story of Ngātoroirangi to demonstrate an understanding of the Māori's view of how the volcanic field formed between Tongariro + Whakkaari
    • Identify and describe the layers of the earth's crust to explain how volcanic eruptions occur 
    • Keywords: volcano/puia, vent, conduit, magma chamber, crater, magma, lava, inner + outer core, mantle, crust 

    Hei Mahi / Activities:

    1. Literacy: "Baskets of Fire" story about Ngātoroirangi (Google Classroom)
    2. Hands on: Create a paper model of volcano/puia
    3. Practicals: Demo of an eruption with a pot of water (observations), exploring volcanic eruptions + crust formation with baking soda + vinegar

    Mahi Kāinga / Homework:

    Structure of a Volcano - in Google Classroom

    Graph of lava flow

    Te Uruuru Whenua o Ngātoroirangi


  • Term 1: Weeks 4+5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...volcanoes, including their formation, types, and eruption mechanisms through experimenting, modelling and researching so we can understand the makeup of the earth's geosphere
    • We are EXPLORING...the impact of volcanic eruptions on the environment and the necessary safety measures needed to use them as a recreational space.

    Paearu Angitu / Success Criteria: I can/have...

    • Investigated + can explain how viscosity of magma/lava affects it flow + type of eruption
    • Compare magma and lava
    • Identify NZ volcanoes by their shape (stratovolcanoes, shield, caldera, volcanic field)
    • Connect shapes of volcanoes to their shape and explain how the shape has formed from its eruption(s)
    • Read stories about individuals living on inactive volcanoes (eg. in Samoa) to develop an understanding of the harsh living conditions
    • Keywords: effusive (gentle) eruption, explosive eruption, active, dormant + extinct volcanoes

    Hei Mahi / Activities:

    1. Literacy: Expert groups of volcanoes (research on type + present), 'Living on a Lava flow' article and questions to answer
    2. Numeracy: Graphing how viscosity + lava flow are related
    3. Practicals: modelling how viscosity affects lava flow 
    4. Hands on: Making volcano models to compare their shapes

    Mahi Kāinga / Homework:
    Finish your 2 slides + model ready for Thursday's class.

    Types of volcanoes + eruption features.

  • Term 1: Weeks 6+7

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...volcanoes, including their formation, types, and eruption mechanisms through experimenting, modelling and researching so we can understand the makeup of the earth's geosphere
    • We are EXPLORING...the impact of volcanic eruptions on the environment and the necessary safety measures needed to use them as a recreational space.

    Enter text here...

    Paearu Angitu / Success Criteria: I can/have...

    • Identify the three forms of rocks, providing examples of each type
    • Compare the different types of rocks
    • Explain how rocks are formed and transformed via the rock cycle
    • Make connections between the types of rocks and the geosphere's terrain 
    • Key words: Sedimentary, metamorphic, igneous, intrusive, extrusive, rock cycle, weathering, erosion, conglomerate, basalt, sandstone, pounamu

    Hei Mahi / Activities:

    1. Hands-on activities: Making sedimentary rocks (conglomerate: lolly cake and basalt: hokey pokey), create a pet rock, play the rock cycle game, examine + compare rock samples
    2. Literacy activity: "Māori Rock Uses" article and questions about pounamu's location in the geosphere
    3. Education Perfect: "Rock Cycle"
    4. Class notes via Google Slides
    just an image

  • Term 1: Weeks 8+9

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing the different stages of the rock cycle and identify the role it plays in volcano formations

    Enter text here...

    Paearu Angitu / Success Criteria: I can/have...

    • Make connections between the types of rocks and the geosphere's terrain 
    • Create a visual to demonstrate how rocks are formed
    • Describe rocks and use AI to identify them
    • Key words: Sedimentary, metamorphic, igneous

    Hei Mahi / Activities:

    1. Hands-on activities: Class walk to collect rock samples + then identify them using AI
    2. Literacy activity: Rock cycle visual using the rock cycle game
    3. Education Perfect: "Rock Cycle"
    4. Class notes via Google Slides

  • Term 1: Weeks 10+11

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a trip to local puia (volcanoes) so we can take observations of its terrain (rocks) and consult with AI to determine which rocks are there to safetly prepare for future trips to puia (linked to PEH responsible behaviours)

    Enter text here...

    Paearu Angitu / Success Criteria: I can/have...

    • Collected photographic evidence of rocks from different puia in Auckland (field trip)
    • Identified and compared rocks on volcanoes to rocks in other terrain

    Hei Mahi / Activities:

    1. Field trip: summit x3 volcano
    2. Assessment work: due the last Thursday of term

  • HOLIDAYS!

  • Term 2: Weeks 1+2

  • Term 2: Weeks 3+4


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the properties of materials by observing and experimenting to determine which materials have the most desirable properties for sports technology
    • We are EXPLORING... the relationship between chemicals to make connections to their properties

    Enter text here...

    Kia ora...

    Paearu Angitu / Success Criteria: I can/have...

    • Differentiate between chemical and physical properties
    • Calculate the density of different materials
    • Compare the density of materials to determine their suitability for particular applications

    Hei Mahi / Activities:

    1. Hands-on: Density of materials practical, homemade tennis rackets to test their effectiveness + properties of materials
    2. EdPerfect: Material Science 
    3. Class notes: Refer to Google classroom
    4. Video on sports and chemistry (ceramics, metals and plastics)

  • Term 2: Weeks 5+6


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...the properties of materials by observing and experimenting to determine which materials have the most desirable properties for sports technology
    • We are EXPLORING... the relationship between chemicals to make connections to their properties

    Paearu Angitu / Success Criteria: I can/have...

    • Explain how elements bond to form compounds that have more desirable properties for sports equipment
    • Use the periodic table to draw atomic structure of elements
    • Identify the protons, neutrons and electrons of an atom
    • Develop models of atomic structure to visualise how elements can bond
    • Compare compounds and molecules with ionic and covalent bonds
    • Keywords: periodic table, proton, neutron, electron, ionic, covalent, element, molecule, compound

    Hei Mahi / Activities:

    1. Hands-on: Atomic structure model making with elements + molymods
    2. EdPerfect: Atomic structure + bonding
    3. Class notes: See Google Classroom
    4. Literacy:  How science is changing the game in sports article


  • Term 2: Weeks 7+8


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...comparing and choosing materials for sports equipment so we can explain how the properties could improve an athlete's performance

    Paearu Angitu / Success Criteria: I can/have...

    • Investigate metals + non-metals to categorize their properties
    • Make connections with an element's position in the periodic table and their properties and ability to bond
    • Explore reactions between non-metals and metals or non-metals
    • Compare ionic + covalent bonds to understand how metals + non-metals react

    Hei Mahi / Activities:

    1. Hands-on activity: investigate properties of metals + non-metals; chemical reactions
    2. EdPerfect: Ionic and covalent bonding

  • Term 2: Weeks 9+10

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING...to construct different sports equipment (launchers, tennis racquets, spool racers) so that we can... justify why the materials are best suited for the equipment's design + purpose

    Enter text here...

    Paearu Angitu / Success Criteria: I can/have...

    Use different investigative approaches so that I can explain how materials are used differently in sports. 

    • Identify and compare investigative approaches used to explore properties of materials (modelling, explore + observe, pattern seeking, classifying + identifying, fair testing)
    • Categorise materials (metals, non-metals) by their properties
    • Explain how certain properties are more/less desirable to different sports 
    • Start to make connections between energy + material use

    Hei Mahi / Activities:

    1. Hands-on practicals: Construct spool racer models; investigate with car down the ramp activity (+ write-ups)
    2. Numeracy: Graphing in Google Sheets
    3. Group work: Types of investigative approaches research + present
    4. Class notes: Refer to Google Classroom

    Mahi Kāinga / Homework:
    Complete the lab write-ups for spool races + car down the ramp -- submit to Google Classroom for feedback

  • HOLIDAYS

  • Term 3: Weeks 1+2

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...investigative techniques so we can select the most appropriate method to observe + analyse scientific phenomena

    Enter text here...

    Learning Outcome: Investigate energy and its transformations to observe how it's useful in every day living

    Paearu Angitu / Success Criteria: I can/have...

    • Identify and compare different forms of energy (potential, kinetic, chemical, mechanical, electrical, solar, sound, heat, nuclear, wind)
    • Describe the relationship between potential and kinetic energy
    • Explain what the Law of Conservation of Energy means

    Hei Mahi / Activities:

    1. BrainPop: watch the video on energy to complete the Energy Google Presentation
    2. Literacy: Potential and Kinetic energy worksheets in Google Classroom
    3. Ed Perfect: work assigned on energy
    4. Hands-on activity: popsicle stick chain reaction (investigating kinetic energy)

  • Term 3: Weeks 3+4

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...selecting and explaining which investigative techniques are the most appropriate to use to learn scientific phenomena

    Enter text here...

    Learning Outcome: Answer the Big Question: "Why do we need food" as part of our assessment

    Paearu Angitu / Success Criteria: I can/have...

    • Participated in several practical activities to gather scientific data to answer the Big Question
    • Shared + compared your collected data with other students in the class 
    • Analysed how the investigative approaches were best suited to the activities

    Hei Mahi / Activities:

    1. Practical #1: Energy in a common snack
    2. Practical #2: Testing the four basic food groups

    Mahi Kāinga / Homework:
    Your write up for each practical should be completed by the end of the week.

  • Term 3: Week 5+6

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to complete our NCEA assessment task so that we can...practice and demonstrate we understand the importance of using different investigative techniques and collaboration to understand science

    Enter text here...

    Learning Outcome: Answer the Big Question: "Why do we need food" as part of our assessment

    Paearu Angitu / Success Criteria: I can/have...

    • Participated in several practical activities to gather scientific data to answer the Big Question
    • Shared + compared your collected data with other students in the class 
    • Analysed how the investigative approaches were best suited to the activities

    Hei Mahi / Activities:

    1. Practical #3: Identifying nutrients in a BigMac meal
    2. Introduction to genetics: literacy activity with vocabulary + video

    Mahi Kāinga / Homework:
    Your write up for each practical should be completed by the end of the week.


  • Term 3: Weeks 7+8

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...investigative techniques so we can select the most appropriate method to observe + analyse scientific phenomena
    • We are EXPLORING...cells and genetics so that we can discover and recognise which traits are inherited from our whānau

    Enter text here...

    Learning Outcome: Explore and research genetics to differentiate between what 'nature' vs. 'nurture' means

    Paearu Angitu / Success Criteria: I can/have...

    • Label parts of a cell (nucleus, mitochondria, cell membrane, cytoplasm, etc.)
    • Describe the relationship between chromosomes + DNA
    • Describe the structure of DNA
    • Explain the benefits and limitations of how DNA can be used by police

    Hei Mahi / Activities:

    1. Practical activities: extract DNA from a cell + examine + draw cells using a microscope
    2. BrainPop: Video + quiz about DNA 
    3. Literacy activities: 'What are chromosomes' cloze 
    4. Class slides: "Genetics - Running Slides'
    5. Hands on activities: DNA origami
    6. Science literacy: Read the article 'Shaking hands could transfer your DNA — leaving it on things you never touched' and answer the questions ***This is practice to help with your CAT

  • Term 3: Weeks 9+10

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...investigative techniques so we can select the most appropriate method to observe + analyse scientific phenomena
    • We are EXPLORING...cells and genetics so that we can discover and recognise which traits are inherited from our whānau

    Enter text here...

    Learning Outcome: Explore and research genetics to differentiate between what 'nature' vs. 'nurture' means

    Paearu Angitu / Success Criteria: I can/have...

    • Compare and identify recessive and dominant traits
    • Briefly explain the importance of scientific research + scientists involved in the discovery of DNA
    • Draw + briefly describe the stages of mitosis

    Hei Mahi / Activities:

    1. Hands-on activities: mitosis with cells, origami DNA
    2. Research: select one scientist, research them with a partner and present to the class 
    3. Numeracy: graph the class data on genetic traits
    4. Literacy: complete the "DNA" activities in Google Classroom

  • HOLIDAYS

  • HOLIDAYS

  • Term 4: Weeks 1+2

  • Term 4: Weeks 3+4

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    Enter text here...

    • Assignment icon
      Test Assignment
      Opened: Monday, 2 December 2024, 12:00 AM
      Due: Monday, 9 December 2024, 12:00 AM

  • 1 July - 7 July