10W1 Science
Weekly outline
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Opened: Monday, 10 June 2024, 8:00 AMDue: Thursday, 20 June 2024, 4:00 PM
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You will work as a group to plan and carry out three investigations that look at different food groups and the energy they contain. You will be carrying out three different scientific investigative approaches and use the dat collection to draw conclusions about your BIG QUESTION
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Investigate the solubility of solutions and how to measure different concentrations
- Look at wind and sails and how a boat moves through water using the wind
- Investigate different size and shaped hulls of boats through experimentation
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Investigate the solubility of solutions and how to measure different concentrations
- Look at wind and sails and how a boat moves through water using the wind
- Investigate different size and shaped hulls of boats through experimentation
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Research the fact that water is a scarce resource and what man is doing to deplete it.
- Look at wind and sails and how a boat moves through water using the wind
- Investigate different size and shaped hulls of boats through experimentation
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Investigate the solubility of solutions and how to measure different concentrations
- Look at wind and sails and how a boat moves through water using the wind
- Investigate different size and shaped hulls of boats through experimentation
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Highlight the fact that man is polluting and harming our water resource
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Highlight the fact that man is polluting and harming our water resource
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Successfully explain how forces are involved in boat movement
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Highlight the fact that man is polluting and harming our water resource
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Successfully explain how forces are involved in boat movement
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Highlight the fact that man is polluting and harming our water resource
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Successfully explain how forces are involved in boat movement
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
- We are EXPLORING the affect of forces on moving and stationary objects
- We are EXPLORING using Scientific formula to calculate Force, Weight and speed of objects
- We are EXPLORING different types of Energy and calculating Potential Energy and Kinetic Energy of objects
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Highlight the fact that man is polluting and harming our water resource
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Successfully explain how forces are involved in boat movement
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
- We are EXPLORING the affect of forces on moving and stationary objects
- We are EXPLORING using Scientific formula to calculate Force, Weight and speed of objects
- We are EXPLORING different types of Energy and calculating Potential Energy and Kinetic Energy of objects
Enter text here...
Learning Intentions : We are learning to (WALT)...
- Identify the major spheres of the Earth
- Label & Describe the water cycle and the importance of water to life on earth
- Describe the "particle model of matter" stating how this explains the 3 phases of water
- Investigate the melting point freezing point and boiling point of water
- Understand that water is a limited resource
- Investigate and learn about extreme water events like flooding and droughts
- Investigate water shortages and what we can do to conserve water
- Understand how man is polluting and harming our water resource
- Investigate whether height affects the size of the "manu" splash
- Understand the physical forces involved in boat travel
- Look at wind and sails and how a boat moves through water using the wind
- Research how waves can be used as an energy resource
- Success Criteria: I can/have...
- Correctly and accurately label a diagram of the water cycle
- Describe the particle model of matter theory
- Explain the basic process involved in the 3 phases of water
- Tabulate the differences between a solid a liquid and a gas
- Understand that water is a limited resource
- Correctly discuss extreme water events like flooding and droughts and what their effects are
- Highlight the fact that man is polluting and harming our water resource
- Raise awareness about water shortages and what we can do to conserve water
- Can explain the relationship between hight and size of Manu slash
- Successfully explain how forces are involved in boat movement
- Explain how wind and waves can be used as an energy resource
- Research the different shapes and sizes of boat hulls
- Discuss and explain the processes sailors use to sail a boat
Activities:
- SCIPAD resource
- Google classroom tasks
- Videos on the topic
- 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.
-
-
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the scarcity of water on earth and recognising through data analysis that man is busy destroying this very scarce resource through a variety of ways
- We are EXPLORING the forces involved with boat travel through a practical "waka ama" session
- We are EXPLORING data analysis and scientific writing techniques all relating to water scarcity, water pollution and poverty
- We are EXPLORING the affect of forces on moving and stationary objects
- We are EXPLORING using Scientific formula to calculate Force, Weight and speed of objects
- We are EXPLORING different types of Energy and calculating Potential Energy and Kinetic Energy of objects
Enter text here...
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetic diversity by investigating how inherited characteristics are passed on form generation to generation
- We are EXPLORING the structure of DNA and practically isolating DNA strands from banana cells.
- We are EXPLORING variation and genetic expression by surveying the students in out whanau and analysing and graphing the results
Learning Intentions : We are learning to (WALT)...Awhinatanga: Positive Partnerships
Wänanga: Active Learner
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetic diversity by investigating how inherited characteristics are passed on form generation to generation
- We are EXPLORING the structure of DNA and practically isolating DNA strands from banana cells.
- We are EXPLORING variation and genetic expression by surveying the students in out whanau and analysing and graphing the results
Learning Intentions : We are learning to (WALT)...Awhinatanga: Positive Partnerships
Wänanga: Active Learner
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetic diversity by investigating how inherited characteristics are passed on form generation to generation
- We are EXPLORING the structure of DNA and practically isolating DNA strands from banana cells.
- We are EXPLORING variation and genetic expression by surveying the students in out whanau and analysing and graphing the results
Learning Intentions : We are learning to (WALT)...Awhinatanga: Positive Partnerships
Wänanga: Active Learner
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetic diversity by investigating how inherited characteristics are passed on form generation to generation
- We are EXPLORING the structure of DNA and practically isolating DNA strands from banana cells.
- We are EXPLORING variation and genetic expression by surveying the students in out whanau and analysing and graphing the results
Learning Intentions : We are learning to (WALT)...Awhinatanga: Positive Partnerships
Wänanga: Active Learner
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
Enter text here...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practically isolate DNA from banana cells by following correct scientific procedure
- We are planning on building a model of DNA from Lollies
- We are planning on investigating variation within our whanau by carrying out a census on chosen classes
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING genetic diversity by investigating how inherited characteristics are passed on form generation to generation
- We are EXPLORING the structure of DNA and practically isolating DNA strands from banana cells.
- We are EXPLORING variation and genetic expression by surveying the students in out whanau and analysing and graphing the results
Learning Intentions : We are learning to (WALT)...Awhinatanga: Positive Partnerships
Wänanga: Active Learner
- Understand key differences between asexual and sexual reproduction
- Describe variation and discuss its importance
- Measure features that show variation
- Describe the basic process by which genetic information is passed from one generation to the next
- Describe the role and importance of DNA
- Complete Punnett squares in order to predict patterns of inheritance
- Discuss the process and ethics of cloning
- Demonstrate a basic understanding of the evolutionary process
- Describe how living things in NZ are unique to us
- Describe how living things have changed over time
- Success Criteria: I can/have...
- Explain the key differences between sexual and asexual reproduction
- Discuss and explain why variation is necessary and thus important
- Investigate a few features of variation within the Whanau
- Describe how genetic information is passed from generation to generation
- Practically investigate DNA and explain its structure by making a model
- Successfully predict patterns of inheritance by performing Punnett square crosses
- Fully discuss the ethics of cloning
- Explain the evolutionary process by using NZ animals as a reference
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
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Learning Intentions : We are learning to (WALT)...
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Activities:
1. Google classroom activities
2. Education Perfect tasks
3. Brain pop
4. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Activities:
1. Assessment 2 - Practical investigation into the energy content of food. See Google class for details of practical. This is the start of our
assessment
2. Google classroom activities
3. Education Perfect tasks
4. Brain pop
5. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Activities:
1. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
2. TASK 2: How to test for the different nutrients - observing the different colour tests
3. Education Perfect tasks
4. Brain pop
5. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Perform the LAST Practical Investigation Task for NCEA / ASSESSMENT 2 in class
- Success Criteria: I can/have...
- Successfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Successfully perform the LAST TASK for the NCEA / Assessment 2
- Activities:
1. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
2. TASK 2: How to test for the different nutrients - observing the different colour tests
3. Education Perfect tasks
4. Brain pop
5. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Activities:
1. Chicken Wing Dissection
2. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
3. TASK 2: How to test for the different nutrients - observing the different colour tests
4 Education Perfect tasks
5. Brain pop
6. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Success Criteria: I can/have...
- Sucessfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Activities:
1. Chicken Wing Dissection
2. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
3. TASK 2: How to test for the different nutrients - observing the different colour tests
4 Education Perfect tasks
5. Brain pop
6. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Investigate why we need food and how it gets transported around the body
- Investigate the Circulatory system in detail
- Name the different parts of the heart paying particular attention of structure vs function
- Tabulate the differences and similarities between veins arteries and capillaries
- Research the structure and function of the different components of the blood
- Perform a heart dissection to practically look at the structure of the heart
- Success Criteria: I can/have...
- Successfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Successfully label the different parts of the circulatory system
- Describe the similarities and differences between the different components of the blood
- Successfully explain the differences and similarities between veins, arteries and capillaries
- Activities:
1. Chicken Wing Dissection
2. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
3. TASK 2: How to test for the different nutrients - observing the different colour tests
4 Education Perfect tasks
5. Brain pop
6. Various Videos on these topics
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.
-
EXPLORE / TŪHURA
- We are EXPLORING the nutritional requirements of a top athlete by practically investigating the energy content of food
- We are EXPLORING different investigative approaches during the term so that we can successfully identify which approach is better to use during a practical
- We are EXPLORING bones, the skeleton and movement through a practical investigation
- We are EXPLORING medical science so that we can understand how all the body systems work together in a healthy athlete
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Investigate why we need food and how it gets transported around the body
- Investigate the Circulatory system in detail
- Name the different parts of the heart paying particular attention of structure vs function
- Tabulate the differences and similarities between veins arteries and capillaries
- Research the structure and function of the different components of the blood
- Perform a heart dissection to practically look at the structure of the heart
- Success Criteria: I can/have...
- Successfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Successfully label the different parts of the circulatory system
- Describe the similarities and differences between the different components of the blood
- Successfully explain the differences and similarities between veins, arteries and capillaries
- Activities:
1. Chicken Wing Dissection
2. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
3. TASK 2: How to test for the different nutrients - observing the different colour tests
4 Education Perfect tasks
5. Brain pop
6. Various Videos on these topics
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.
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete a series of practical investigations so that we can collect data on health and diet requirements of an Olympic athletes
Learning Intentions: We are learning to (WALT)...Wänanga: Active Learner
Wänanga: The 5 Cs
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Investigate why we need food and how it gets transported around the body
- Investigate the Circulatory system in detail
- Name the different parts of the heart paying particular attention of structure vs function
- Tabulate the differences and similarities between veins arteries and capillaries
- Research the structure and function of the different components of the blood
- Perform a heart dissection to practically look at the structure of the heart
- Success Criteria: I can/have...
- Successfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Successfully label the different parts of the circulatory system
- Describe the similarities and differences between the different components of the blood
- Successfully explain the differences and similarities between veins, arteries and capillaries
- Activities:
1. Chicken Wing Dissection
2. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
3. TASK 2: How to test for the different nutrients - observing the different colour tests
4 Education Perfect tasks
5. Brain pop
6. Various Videos on these topics
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.
-
-
TERM 3 HOLIDAY - WEEK 2 .....
-
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to learn about the circulatory and respiratory system so that we can understand how our body functions
Learning Intentions: We are learning to (WALT)...Wänanga: Active Learner
Wänanga: The 5 Cs
- Name the main food groups and give an example of each
- Revise the function of each food type/ nutrient group
- Investigate deficiency diseases - should one not get enough of a certain food group.
- Carry out a number of food test investigations
- Describe the elements of a healthy diet and why the different nutrients are essential
- Investigate and calculate the amount of energy in a particular food type by doing the burning food investigation
- Research the required amount of food needed by a top athlete
- Identify the build of different athletes - revise the structure of the skeleton
- Identify antagonistic muscles by dissecting a chicken wing
- Investigate why we need food and how it gets transported around the body
- Investigate the Circulatory system in detail
- Name the different parts of the heart paying particular attention of structure vs function
- Tabulate the differences and similarities between veins arteries and capillaries
- Research the structure and function of the different components of the blood
- Perform a heart dissection to practically look at the structure of the heart
- Success Criteria: I can/have...
- Successfully list the different food groups and give an example of each
- Correctly list the function of each nutrient group
- Explain what the molecular structure of the different food groups and sucessfully explain how we would test for each
- Correctly discuss the elements of a healthy diet as well as deficiency diseases
- Successfully calculate the amount of energy in a food type by performing an investigative practical
- Discuss the energy requirements and thus diet of a top athlete
- Successfully list the bones in the human skeleton and discuss the movement of the antagonistic muscles
- Perform a dissection of a chicken Wing so that we can compare and contrast the pectoral girdles of different animals
- Successfully label the different parts of the circulatory system
- Describe the similarities and differences between the different components of the blood
- Successfully explain the differences and similarities between veins, arteries and capillaries
- Activities:
1. Heart Dissection and Look at a set of Lamb lungs
2.Chicken Wing Dissection
3. Assessment 2 - Practical investigation into the energy content of food. - See Google class for details of practical. This is the start of our
assessment
4. TASK 2: How to test for the different nutrients - observing the different colour tests
5 Education Perfect tasks
6. Brain pop
7. Various Videos on these topics
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
-
Learning Intentions: We are learning to (WALT)...To investigate the different microorganisms - beneficial and harmful
- Understand how electricity runs through conductors
- Draw and set up a simple circuit
- Discuss how a torch works - Challenge ONE
Success Criteria: I can/have...
- successfully discuss how electricity flows through a conductor
- Successfully draw and set up a simple circuit
- Successfully complete - Challenge ONE
Activities:
- Videos and slides - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
- Challenge ONE
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
Learning Intentions: We are learning to (WALT)...To investigate the different microorganisms - beneficial and harmful
- Understand how electricity runs through conductors
- Draw and set up a simple circuit
- Discuss how a torch works - Challenge ONE
Success Criteria: I can/have...
- successfully discuss how electricity flows through a conductor
- Successfully draw and set up a simple circuit
- Successfully complete - Challenge ONE
Activities:
- Videos and slides - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
- Challenge ONE
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
Learning Intentions: We are learning to (WALT)...To investigate the different microorganisms - beneficial and harmful
- Understand what the periodic table is and how to read it
- To use the periodic table to solve Element and compound challenges - TASK 2
- Observe and understand what the difference is between chemical and physical reactions
- Discuss how elements combine to form compounds
Success Criteria: I can/have...
- successfully discuss how the peridic table came about and how to read it
- Successfully complete the different activity CHALLENGES in our flat groups
- Discuss my observations from our practical investigation
Activities:
- Videos and slides - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
- Challenge ONE
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
Learning Intentions: We are learning to (WALT)...To investigate the different microorganisms - beneficial and harmful
- Discuss the different types of microorganisms both beneficial and harmful
- Investigate what factors affect yeast cells - and thus what factors affect the making of bread - Challenge TWO
Success Criteria: I can/have...
- successfully discuss useful and harmful microorganisms
- Correctly explain how yeast respires and how this can be used for making bread rise
- Successfully complete - Challenge TWO
Activities:
- Videos and slides - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
- Challenge ONE
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-
CAT WEEK
-
WORK EXPERIENCE WEEK
-
Learning Intentions: We are learning to (WALT)...
- To investigate the different nutrients needed for a healthy diet
- By using the budget supplied from Banqer High buy the food for a meal for your flat and cook this as part of a master chef challenge.
- To answer questions and justify your decisions on why you chose the said food for your flat
Success Criteria: I can/have...
- successfully plan and buy the food for a healthy flat meal keeping well within my budget
- Correctly explain the uses and functions of the different nutrient groups and explain how to read the food labels on the packaging
- Answer questions on nutrition and healthy diets using correct scientific terminology
Activities:
- Watch videos on the set work - found in Google classroom.
- Answer the questions topic found in Ed Perfect.
Homework: ALL WORK NOT COMPLETED IN CLASS MUST BE COMPLETED FOR HOMEWORK
-