10F2 Science
Weekly outline
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Admin Day
Scavenger hunt with year 7s.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING prominent figures in Science and the domains that they are leaders in
- We are EXPLORING the scientific knowledge that Marie Curie brought to Science
- We are EXPLORING the scientific knowledge that Albert Einstein brought to Science
- We are EXPLORING what everything is made of
Success Criteria:
- I can recall the rules for working in science in the classroom and in the laboratory
Activities:
- Introduction to the Science for this year: classroom rules, lab rules, lab equipment.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING prominent figures in Science and the domains that they are leaders in
- We are EXPLORING the scientific knowledge that Marie Curie brought to Science
- We are EXPLORING the scientific knowledge that Albert Einstein brought to Science
- We are EXPLORING what everything is made of
Success Criteria:
- I can find different elements on the periodic table
- I can recall the symbols of common elements
- I can define element, atom, and compound
- I can construct 3D models of different compounds
- I can recall how to name compounds
- I can define mixture and compound
Activities:
- Investigating elements on the periodic table and learning their names and symbols
- Making compounds with molymods
- Differentiating between elements, mixtures, and compounds
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing chemical equations
- We are FOCUSING on the characteristics of chemicals and chemical reactions
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING prominent figures in Science and the domains that they are leaders in
- We are EXPLORING the scientific knowledge that Marie Curie brought to Science
- We are EXPLORING the scientific knowledge that Albert Einstein brought to Science
- We are EXPLORING what everything is made of
Success Criteria:
- I can define isotope
- I can calculate the number of neutrons in an atom using the mass number
- I can write a chemical word equation for a reaction
Activities:
- Drawing diagrams of isotopes and calculating the number of neutrons in different atoms
- Compounds and Mixtures stations practical (identifying whether things are a compound or mixture)
- Element Bingo
- Writing chemical word equations
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing chemical equations
- We are FOCUSING on the characteristics of chemicals and chemical reactions
Success Criteria:
- I can identify whether a chemical is an acid or a base
Activities:
- Finishing writing chemical equations from last week
- Testing pH of different chemicals
- Education Perfect task on Elements, Compounds, and Mixtures
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing chemical equations
- We are FOCUSING on the characteristics of chemicals and chemical reactions
Success Criteria:
- I can write a chemical word equation for a reaction
- I can identify when a chemical equation is balanced or unbalanced
- I can write a chemical equation that is balanced
- I can distinguish between metal elements and alloys
- I can recall the components of common alloys
Activities:
- Writing acid-base reaction word equations
- Making salts with acids and bases practical
- Researching common alloys
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING prominent figures in Science and the domains that they are leaders in
- We are EXPLORING the scientific knowledge that Marie Curie brought to Science
- We are EXPLORING the scientific knowledge that Albert Einstein brought to Science
- We are EXPLORING what everything is made of
Success Criteria:
- I can describe the difference between mass and weight
- I can recall different types of forces
- I can distinguish between contact and non-contact forces
Activities:
- Using a Newton meter to measure the weight forces of small objects
- Calculating objects' weight and mass on Earth and the moon.
- Comparing contact and non-contact forces
- PhET simulation on google classroom on Forces and Motion
- Making a temporary magnet with a nail and a bar magnet
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can build a temporary magnet using electromagnetism
- I can distinguish between balanced and unbalanced forces
- I can identify the forces acting on an object
- I can distinguish between speed and velocity
- I can calculate the speed of an object
Activities:
- Making a temporary magnet using a battery, copper wire, and alligator clips
- Calculating net force
- Phet forces simulation (link on Google Classroom)
- Drawing distance-time graphs
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
- I can identify when friction is useful and when friction is a hindrance
Activities:
- Discussing how to increase and decrease friction, and when you may want to do each
- Making poster of laws of motion
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
Activities:
- Practicals: mock spring investigation and golf ball drop investigation
- Writing conclusions
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
Activities:
- Practicals: pendulum swing investigation
- Writing conclusion
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
Activities:
- Assessment 1: Ramp Height
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
Activities:
- Assessment 1: Ramp Height
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the force of magnetism
- We are FOCUSING on the properties of forces
- We are FOCUSING on interpreting distance and time graphs
- We are FOCUSING on examples of friction in everyday life
- We are FOCUSING on Newton’s three laws of motion
Success Criteria:
- I can recall the three laws of motion and identify different examples in real life of when these laws are happening
- I can recall that friction is a contact force that always opposes motion.
Activities:
- Assessment 1: Ramp Height
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on bacterial cells
- We are FOCUSING on solving whether viruses are living or non-living
Success Criteria:
- I can compare and contrast plant and animal cells
- I can recall the functions of each part of a cell
- I can correctly identify parts of a cell.
Activities:
- Drawing and labelling an animal cell
- Writing definitions and functions of cell organelles
- Drawing and labelling a plant cell
- Viewing onion cell under microscope
- Viewing cheek cells under microscope
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how unicellular organisms are adapted to carry out functions that in multicellular organisms, are done by different types of cell.
Success Criteria:
- I can identify the organelles found in bacterial cells.
- I can explain how bacterial cells are adapted to carry out specific functions.
- I can compare bacterial, plant and animal cells and justify the differences between them.
Activities:
- Drawing and labelling a bacterial cell
- Comparing the different types of cells we have learnt about so far
- Scientific Writing: Compare a plant cell, an animal cell and a bacterial cell, and explain why they are different
- Growing bacteria on a Petri dish
- Discussing how to keep food safe using a fridge or freezer
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how unicellular organisms are adapted to carry out functions that in multicellular organisms, are done by different types of cell.
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We are FOCUSING on the difference between communicable and non-communicable diseases, and the causes of communicable diseases.
Success Criteria:
- I can make an opinion on whether I think viruses are living or non-living
- I can recall examples of viruses that infect humans and other organisms
- I can discuss the economic impacts of viruses
- I can explain the difference between a communicable and non-communicable disease.
- I can distinguish between different types of pathogens, in terms of their features.
- I can demonstrate the methods of pathogen transmission.
Activities:
- Making observations on the bacteria we grew on a Petri dish
- Discussing examples of different viruses
- Bacteria, Protist, Virus, and Fungi placemates: Your task is to remember as much information and detail as possible. On returning to your place, you will share the information with your team mates. This continues until data has been collected about all four different types of pathogen.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how the human body prevents and stops pathogen invasions.
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We are FOCUSING on the difference between communicable and non-communicable diseases, and the causes of communicable diseases.
Success Criteria:
- I can define what a pathogen is.
- I can explain how some diseases can be spread and the methods of prevention.
- I can interpret new information.
Activities:
- Alphabet diseases task
- researching different diseases; how are they transmitted, symptoms, cause, and prevention
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how the human body prevents and stops pathogen invasions.
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We are FOCUSING on the difference between communicable and non-communicable diseases, and the causes of communicable diseases.
Success Criteria:
- I can describe non-specific human defence systems, and how the body responds to vaccinations.
- I can explain how white blood cells fight infection.
- I can create a pictorial representation of how white blood cells fight pathogens.
Activities:
- Education perfect task on the immune system
- Starting our mouldy bread practical: testing how much fungi are found in different areas
- Filling out a table on different parts of the body and how it prevents pathogen invasions
- Drawing storyboards of how different white blood cells fight infections
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how the human body prevents and stops pathogen invasions.
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We are FOCUSING on how vaccinations, antibiotics and painkillers help fight infection.
Success Criteria:
- I can explain the pros and cons of vaccinations.
- I can interpret data from a graph.
- I can analyse the role of antibiotics in society and describe how ‘superbugs’ evolve.
Activities:
- Drawing a graph of bacterial growth over time
- Comparing vaccinations and antibiotics
- Starting the practice assessment tasks for assessment 2/NCEA: document on Google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how the human body prevents and stops pathogen invasions.
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We are FOCUSING on how vaccinations, antibiotics and painkillers help fight infection.
Success Criteria:
- I can explain the pros and cons of vaccinations.
- I can interpret data from a graph.
- I can analyse the role of antibiotics in society and describe how ‘superbugs’ evolve.
Activities:
- Practice assessment tasks for assessment 2/NCEA: document on Google classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can identify whether an animal is a carnivore or herbivore based on their digestive system
- I can recall the different investigative approaches
- I can identify examples of each investigative approach
Activities:
- Lab safety refresh
- Summarise the information on the science learning hub about investigative approaches: https://www.sciencelearn.org.nz/image_maps/111-ways-of-investigating-in-science
- Class discussion on the differences between herbivore and carnivore digestive systems
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can build a model of a complex molecule
Activities:
- Videos:
- Building glucose and fructose with molymods
- Education Perfect task on Energy in Food
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can calculate the energy content of different foods
Activities:
- Education Perfect task on the Digestive System
- Reading through the assessment task 1: testing the energy content of different chips
- Science Assessment 2 tasks on Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can calculate the energy content of different foods
- I can record detailed observations of an experiment
Activities:
- Assessment task 2
- Science Assessment 2 tasks on Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can calculate the energy content of different foods
- I can record detailed observations of an experiment
Activities:
- Assessment task 3
- Science Assessment 2 tasks on Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING nutrition & its need in the Olympics (performance, endurance & recovery)
Success Criteria:
- I can calculate the energy content of different foods
- I can record detailed observations of an experiment
Activities:
- Writing conclusions and discussions for Assessment 2
- Science Assessment 2 tasks on Google Classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the solar system
Success Criteria:
- I can name the planets in our solar system
Activities:
- Making and playing blookets/kahoots on the solar system
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING analysing the brain
Success Criteria:
- I can recall the macro- and micro-nutrients needed to maintain a healthy brain
Activities:
- Labelling the brain and filling out a table with the functions of different parts of the brain
- Video:
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Adding Great Learner Evidence to our websites
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the solar system
Success Criteria:
- I can recall the environments on the planets of our solar system
- I can recall the order of the planets in our solar system
- I can identify whether a planet is habitable based on whether it has specific features
Activities:
- Creating a mnemonic device to remember the planets in our solar system
- Investigating the NASA simulations of different planets
- Researching what a planet needs to be habitable
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the solar system
Success Criteria:
- I can recall the environments on the planets of our solar system
- I can recall the order of the planets in our solar system
- I can identify whether a planet is habitable based on whether it has specific features
Activities:
- Watching the Netflix show "Our Universe"
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how genetic information is inherited
Success Criteria:
- I can define inheritance, genes, and alleles
- I can define dominant and recessive
- I can construct a Punnett square
- I can identify different types of variation
- I can recall the letters and names of the DNA bases and the structure of DNA
Activities:
- Lab safety recap
- Discussing why we don't look like copies of either of our parents
- Drawing Punnett squares
- Drawing and labelling a DNA strand
- Worksheet on "famous NZ scientist - Maurice Wilkins" on Google classroom
- Measuring variation in the classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how genetic information is inherited
Success Criteria:
- I can recall the letters and names of the DNA bases and the structure of DNA
- I can define dominant and recessive alleles
Activities:
- Making a strand of DNA to hang on the classroom wall
- Comparing dominant and recessive alleles and thinking of examples
- Investigating the probability of a boy or girl baby based on sex chromosomes
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING careers in science, technology and genetics
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how genetic information is inherited
Success Criteria:
- I can recall what is increasing the risk of cancer in Stan Walker's family and how it relates to genetics
Activities:
- Watching the documentary on Stan Walker's stomach cancer
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING careers in science, technology and genetics
Success Criteria:
- I can draw a scatter plot with a trend line with precision
Activities:
- Drawing graphs
- Interpreting graphs and infographics
- On google classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING careers in science, technology and genetics
Success Criteria:
- I can read a text and identify the audience, the important information, and then summarise what I have read
Activities:
- Reading comprehension tasks on google classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING careers in science, technology and genetics
Success Criteria:
- I can read a text and identify the audience, the important information, and then summarise what I have read
Activities:
- Reading comprehension tasks on google classroom
- Revising for CATs
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how genetic information is inherited
Success Criteria:
- I can define inheritance and alleles.
Activities:
- Beaker babies: pulling alleles out of a beaker to make a character.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to finish a work placement, so that we can show that we can contribute positively to society
Work experience.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on how genetic information is inherited
- We are FOCUSING on the processes of artificial and natural selection
Success Criteria:
- I can construct a Punnet square
- I can define the term mutation
- I can recall examples of artificial selection
- I can describe how living things have changed over time
Activities:
- Predicting inheritance in rabbits and mice
- Calculating probabilities of different phenotypes based on the number of each genotype on the Punnet squares.
- Natural selection and moths game
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Graduation