10W2 Global Studies
Weekly outline
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Kia ora Te Wai Whānau Year 10
The first term was taken by Ms. Kate Lambert, who designed the below layout and the first term's work.
My name is Mr. Mitchell (lmitchell@mhjc.school.nz). I look forward to a GREAT year with you all.
For Global Studies this year you will need:- Device and exercise book
- Pens, glue, ruler, colouring in pencils and highlighters
You need to get these out when you are waiting in a line outside our classroom.Once invited in, you need to put your bag in the bag cupboard. You then need to log on to MHOL and go to our Global Studies planning page. You are to read the Learning Intentions, Success Criteria and Learning Activities planned.
This will be our routine and I expect not to ask you to do this but for you to manage yourselves.
- Device and exercise book
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If you look at a cross-section of a river, you’ll see that the water flows differently at different depths. Usually, the flow is fastest on the surface and slows as you go deeper down. But sometimes things look smooth on the surface, while the current below is bubbling with activity. If you judge the river only by looking at the surface, you’ll be misled.
A classroom is like the river. It has different layers of learning going on at the same time. On the surface are knowledge and information: the subjects and topics being studied. They are usually easy to see and describe, and it is straightforward to know how well students have captured them. Also, they tend to move quickly.
Learning Activity:
1. Reflecting on your river of learning
- Hand out - writing sample and introducing yourself as a learner; collected at the end of the session
a) When do you feel unsafe in the river? Times during learning, where you possibly struggle to keep your head above the water?
b) When do you feel as if you navigate the river with confidence? Times during learning, where you make the most of the currents and rapids to have fun and move quickly?
Further Learning .....
Complete the Fun introduction preparation - https://docs.google.com/document/d/1xmBC6vOXc6RvHNmsRPD6c2BUE9jBEnsrAyzyjuYXkGw/edit?usp=sharing -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Liveability Factors by locating settlements on maps and identifying where humans choose to live
- We are EXPLORING Liveability Factors by investigating the push and pull factors that make a place liveable
- We are EXPLORING Equity and Equality by comparing resources available to the developing and developed world
- We are EXPLORING Equity and Equality by analysing the resources available to the developing and developed world
- We are EXPLORING People & Communities by comparing the perspectives/values and how these influence outcomes for communities
Success Criteria:
Activities:- Gathering ideas - what do you love and hate about living in Auckland? what do you wish was different about Auckland? Lived else where - what did you love/hate
- T chart in exercise book
- Pair share - Classifying/categorising - Natural and Cultural features and human continuum
Definitions:
natural features = landscape eg with mountains, plains, rivers, coasts etc.
cultural features = with man-made features eg schools, roads, towns, stories, leaders, events, and historical places. - Students to copy the below notes into their exercise book. FACKTS marking schedule
- What are the categories/indicators that researchers gather data about cities when evaluating their liveability?
- as a class review/read the indicators document
https://docs.google.com/document/d/1dp2CPFzbmHGh4AHrjoOsXv4Nhy9Na2loCtVCjMSXuus/edit?usp=sharing - Hand out copy each of the world outline maps. Use the category/indicator information above.....
- The Worlds 2023 Top 10 Most Liveable Cities
- The Worlds 2023 Bottom 10 Most Unliveable Cities
Can you predict the countries they come from?
Using a key and an atlas....
Shade your choices 1x colour for top 10 and different colour for bottom 10
Follow Up Tasks:
Due Thursday 15th FebComplete your Top 10 Bottom 10 liveable cities/countries - prediction/actual MAP
Top 10/Bottom 10 - https://docs.google.com/document/d/19mmfqN-06GqXFFEaIWimgJbFJeNykDpWSET6idQo4tk/edit?usp=sharing
- supporting resources:
Outline map https://docs.google.com/document/d/1R6YkCpdptX93vuG-_uy28oPkgv_w-FzwmrHammfjjaA/edit?usp=sharing -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Liveability Factors by locating settlements on maps and identifying where humans choose to live
- We are EXPLORING Liveability Factors by investigating the push and pull factors that make a place liveable
- We are EXPLORING Equity and Equality by comparing resources available to the developing and developed world
- We are EXPLORING Equity and Equality by analysing the resources available to the developing and developed world
- We are EXPLORING People & Communities by comparing the perspectives/values and how these influence outcomes for communities
Success Criteria:
Activities- Students have Transforming te Taiao - liveability from a Māori World View task assigned on Education Perfect to complete
- Any students not in the EP classroom can use this code to join -- WW5XP9
- Peer Assessment - Homework - EP
- Exploring the Kupu
- glossary: written (hand out) and visual definition (in you book using symbols and colour)
- practicing pronunciation - Need headphones/ear buds and Te Aka https://www.maoridictionary.co.nz/
- Quizlet live - shared in the Google classroom - Population density
- Connecting prior knowledge - Push/Pull factors & Liveability
Locate on your NZ map outline
- Where do you think the highest density populations live in NZ - Top 3 areas
- Where do you think the lowest density populations live in NZ - Top 3 areas
Using the Liveability factors - justify your choices
Follow Up Tasks:
Due Thursday 15th FebComplete your Top 10 Bottom 10 liveable cities/countries - prediction/actual MAP - ie for homework add the actual top 10 bottom 10 to your map
Due Monday 19th Feb - find out why your family moved to NZ - 5 reasons - record in your book -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Liveability Factors by locating settlements on maps and identifying where humans choose to live
- We are EXPLORING Liveability Factors by investigating the push and pull factors that make a place liveable
- We are EXPLORING Equity and Equality by comparing resources available to the developing and developed world
- We are EXPLORING Equity and Equality by analysing the resources available to the developing and developed world
- We are EXPLORING People & Communities by comparing the perspectives/values and how these influence outcomes for communities
Success Criteria:
Activities-
Connecting prior knowledge - Push/Pull factors & Liveability
- DO NOW : DUE homework due - Push Pull factors
Scavenger Hunt - move around the room collecting reasons why different families in the class migrated to NZ/Auckland
- Venn diagram - compare/contrast Thinking/Learning strategy
- Writing generalisation statements - using your prior knowledge about liveability factors and migration push/pull factors - explaining reasons for NZ population density patterns
- instructions and writing template in the Google classroom
- finish for Homework (issued Thursday)
Follow Up Tasks:
Due Monday 26th Feb - Writing generalisation statements - using your prior knowledge about liveability factors and migration push/pull factors - explaining reasons for NZ population density patterns
- instructions and writing template in the Google classroom -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Liveability Factors by locating settlements on maps and identifying where humans choose to live
- We are EXPLORING Liveability Factors by investigating the push and pull factors that make a place liveable
- We are EXPLORING Equity and Equality by comparing resources available to the developing and developed world
- We are EXPLORING Equity and Equality by analysing the resources available to the developing and developed world
- We are EXPLORING People & Communities by comparing the perspectives/values and how these influence outcomes for communities
Success Criteria:
Activities- Homework Due Monday 26th Feb - Writing generalisation statements - using your prior knowledge about liveability factors and migration push/pull factors - explaining reasons for NZ population density patterns
- instructions and writing template in the Google classroom - DO NOW -
Self assessment and using Learning Intentions and Success Criteria to understand where I am at with my learning.....
According to the teachers planing you have had opportunities to practice/learn the yellow highlighted success criteria...
- number these 1 to 11 in your book
- can you identify the activity relating to the criteria
- how confident do you feel - green, orange or red light, Thumbs up/down, tick/cross
I am stuck help doc - aligning Success Criteria with activities we have completed
https://docs.google.com/document/d/1FNfIbAWVO62hvvZNuK4HAVb4c9RM27m4Y9CfDBW2oxs/edit?usp=sharing - It would seem there is a relationship between people population and positive liveability factors- ie low population = low measurement of liveability factors
- sizeable population = measurement of liveability factors & increasing pull factors for migration
But is there a tipping point - where excessive population who have a negative impact on liveability?
Before we can ask this critical thinking question - we need to EXPLORE the impact settlement(s) have on people, places & the environment
- Impact on places and environment as a result of settlement- colonising the indigenous people and colonising the land
EP activity - Naming and Renaming:
https://app.educationperfect.com/app/dashboard/homework/9388714 - Our local area - identifying original names and names replaced through colonisation
- create you own google map
- see Google classroom for instructions - Literacy Strategy - Expert/Jigsaw
- Understanding Māori Place Names - article
- Literacy Strategy resource - link
Follow Up Tasks:
Due Monday 26 Feb - Writing generalisation statements - using your prior knowledge about liveability factors and migration push/pull factors - explaining reasons for NZ population density patterns - instructions and writing template in the Google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by recognising the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
1. DO NOW - Monday - Google Maps - Colonisation - share link to your map - Changing Names of Places with research - load in Google classroom
2. Seaweek - LearnNZ Virtual Field trip
Introduction Video
3. Round Robin - building an understanding - working with a partner - choose from the MUST, SHOULD, COULD activities
Each activity requires you to LISTEN, READ, LOOK at VISUALS and complete a QUIZMUST: Fiordland's importance - link
COULD: The history of Atawhenua Fiordland - link
COULD: Fiordland above and below the water - link
SHOULD: Restoring Tamatea Dusky Sound - link
MUST: Why restore ecosystems? - link4. Quizlet Live - for the MUST activities above
Importance - Link
Why Restore - Link5. Environmental guardianship field trip videos
- choose which virtual field trips you want to go on - link6. Take the Google Earth for Web tour - link
- A virtual tour of the field trip with GIS mapping, 3D locations, 360 panorama images, daily diaries and video.
7. Connect with an expert and create their profile on a business card - use canva
- choose an expert - link
- use canva and create a All About Me business card profile - https://www.canva.com/worksheets/templates/all-about-me/
Further Learning.....
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by identifying the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
- Quizlet Live - for the MUST activities above
Importance - Link
Why Restore - Link - Connect with an expert and create their profile on a business card - use canva
- choose an expert - link
- use canva and create a All About Me business card profile - https://www.canva.com/worksheets/templates/all-about-me/
OR
- brief profile on each - Fauna and Flora
- Definition
- Fiordland Vs Auckland
Sources you could use:
https://www.fiordland.org.nz/explore/natural-wonder/
https://www.milfordlodge.com/news-stories/milford-sound-flora/
https://www.southernlakeshelicopters.co.nz/plants-and-trees-youll-find-in-fiordland/
https://puremilford.co.nz/journal/plants-and-trees-in-milford-sound
- NZ Land - before people then the impact of Māori & settlers (transforming the land) - Education Perfect task assigned.- posted in Google classroomEP task set - https://app.educationperfect.com/app/dashboard/homework/9553671
Further Learning.....
Your Fauna and Flora definitions /classification exercise - finding image examples of different species for Auckland/Dusty sounds & classifying them......should be completed - this is now HOMEWORK. You have no further class time to work on this.
- DUE: Wednesday -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by identifying the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
- Definition & classifying activity
- Fiordland Vs Auckland
Sources you could use:
https://www.fiordland.org.nz/explore/natural-wonder/
https://www.milfordlodge.com/news-stories/milford-sound-flora/
https://www.southernlakeshelicopters.co.nz/plants-and-trees-youll-find-in-fiordland/
https://puremilford.co.nz/journal/plants-and-trees-in-milford-sound
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NZ Land - before people then the impact of Māori & settlers (transforming the land) - Education Perfect task assigned.- posted in Google classroomEP task set - https://app.educationperfect.com/app/dashboard/homework/9553671
- Transforming the environment - landscape - Southland
Research skills:
a) Note taking
b) Citation/Reference
Source: https://teara.govt.nz/en/southland-region/page-3 - Protecting the environment - Natural & Cultural - Auckland
Research skills:
a) Note taking
b) Citation/Reference
Source: https://www.aucklandcouncil.govt.nz/plans-projects-policies-reports-bylaws/our-plans-strategies/auckland-plan/environment-cultural-heritage/Pages/focus-area-protect-aucklands-significant-environments.aspx - Auckland - our environment and human impact
- exploring a range of issues: identifying focus for assessment
Further Learning.....
Your Fauna and Flora definitions /classification exercise - finding image examples of different species for Auckland/Dusty sounds & classifying them......should be completed - this is now HOMEWORK. You have no further class time to work on this.
- DUE: Wednesday -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by identifying the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
- Assessment 1 - Instructions and templates loaded in the Google classroom
DO NOW - Read NZ Herald article
https://docs.google.com/document/d/10G2AxfyH6bWX-bYXbWTWoShG3QP9ynhgZqnVPxeklq8/edit?usp=sharing - Assessment 1 Checkpoints
Protecting the environment - Natural & Cultural - Auckland
Research skills:
a) Note taking
b) Citation/Reference
Source: https://www.aucklandcouncil.govt.nz/plans-projects-policies-reports-bylaws/our-plans-strategies/auckland-plan/environment-cultural-heritage/Pages/focus-area-protect-aucklands-significant-environments.aspx
b) Working in your group - By end of the session Monday 25th March
- EXPLORING potential water related environmental issues: Hand out
https://drive.google.com/file/d/138ld--K2q6WsUiRzjIsg6uooPffQdGOh/view?usp=sharing
- PLAN - complete your groups plan: Brainstorming ideas and then Decisions and Responsibilities doc. Template - available as a Material distribution in Google Classroom
FYI - groups have a A2 size of paper to work with
c) Complete your INDIVIDUAL research
Due end of Wed 3rd April
Source List - available for you in Google classroom
Dot & Jot note taking strategy - using the INDIVIDUAL research or Scavenger Hunt research document copied for you in the Google classroom
e) Hand in your assessment - hard copy
DUE: Monday 8th April 2pm
Further Learning.....
Assessment 1
DUE: Monday 8th April 2pm -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by identifying the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
- Assessment 1 - Instructions and templates loaded in the Google classroom
- Assessment 1 Checkpoints
c) Complete your INDIVIDUAL research
Due end of Wed 3rd April
Source List - available for you in Google classroom
Dot & Jot note taking strategy - using the INDIVIDUAL research or Scavenger Hunt research document copied for you in the Google classroom
THINK & collaboratively problem solve - the purpose and audience and layout of the publication
THINK & collaboratively problem solve - the3x main messages of the publication i) Auckland amazing environment, ii) Environmental issue faced relating to Water (human impact or climate change), iii) A grouping responding/action to solve issue, limit impact/consequences, restore or protect the environment (related to the issue)
e) Hand in your assessment - hard copy
DUE: Monday 8th April 2pm
Further Learning.....Assessment 1
DUE: Monday 8th April 2pm -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on impact of human settlement by researching how the naming and renaming of places and features reflected European origins
- We are FOCUSING on impact of human settlement by investigating how landscapes and ecosystems were transformed over time
- We are FOCUSING on Auckland’s Water by identifying the economic and cultural values that influenced human transformation of the environment
- We are FOCUSING on Auckland’s Water by analysing the impact of changes to the environment on communities
- We are FOCUSING on Auckland’s Water by researching how Tauiwi and Tanagata Whenua cared for the environment (past/present)
Success Criteria:
Learning Activities:
- Assessment 1 - S.O.S Wai - Auckland Water Environmental Issue Investigation
Hand in your assessment - hard copy
DUE: Monday 8th April 2pm - Self and peer assessment - collaborative skills = sent Tuesday for completion privately and confidentially. This information will not be shared
- How Tanagata Whenua care for the environment? Global Studies: EP Task Protecting the Environment & Conservation https://app.educationperfect.com/app/dashboard/homework/9655687
Further Learning.....
Assessment 1
DUE: Monday 8th April 2pm-
Opened: Thursday, 21 March 2024, 12:00 AM
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10W2 S.O.S Wai - Auckland Water Environmental Issue Investigation - Differentiated Assessment 1a AssignmentOpened: Thursday, 21 March 2024, 12:00 AMDue: Monday, 8 April 2024, 2:00 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
Enter text here...
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
Enter text here...
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
Enter text here...
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... human rights by investigating its conception and history across the decades.
- We are EXPLORING... Aotearoa New Zealand's approach to race by interpreting select case studies.
- We are EXPLORING... crime and punishment by analysing the treatment of complex individuals and groups.
- We are EXPLORING... Chinese New Zealand history by empathising with the many stories and narratives that have been woven into this country's history.
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