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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