9W1 Global Studies
Weekly outline
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EXPLORE / TŪHURA learning intentions:
EXPLORE / TŪHURA learning intentions
- We are EXPLORING...
- to understand how exploration and innovation create opportunities and challenges for people, places, and environments
- We are EXPLORING...
- our prior knowledge in Maths, Science, PE and Health and English to understand that events have causes and effects and use this knowledge as a foundation for our Global studies context on Ancient Egypt..
Success criteria: How humans are born to explore the Earth and the sky to discover ways to constantly evolve and grow. Students are creating a knowledge bank into their long term memory using cross curricular pollination. They should then be able to hook and build on this as they focus on solving a problem within a context in global studies,Ancient Egypt..
- to link graph's x. y axis to the earth's equator and the prime meridian
- to link coordinates on a graph to the GPS grid onplanet Earth
- using Latitude and longitudes to find location on a map
- using longitude to calculate time difference
- using the tropic of Cancer, Capricorn and the equator to understand the seasons
- using angles to calculate Longitudes and latitudes
- locating true North and magnetic North to find directions
- locating the North star, Polaris and its use to find true North in the northern hemisphere
- Locating the Southern Cross and Archenar to locate true South in the souther hemisphere in Auckland's nigh sky
- locating Orion constellation in Auckland's night sky
- locating the constellation Matariki in Auckland's night sky
- sunlight - Infra red, royGbiv UV, vit D, melatonin,photosynthesis, foodchain, food CHNOFe.
- Life on Earth - Periodic table from 1 to 10 and 26 Iron,MrsCgren. Air, Co2, Ozone, Methane, Nitrogen, oxygen.
- Moon - 28 days cycle, month, tides, menstrual cycle.
Task: Introduction - A student introduces, when another student hears a common factor with the speaker the student will take the speaker's place till every has a turn.
World map: A3 world map to each student. Locate the continents, oceans, countries, directions, equator, Prime meridian, tropic of Capricorn, Tropic of Cancer, NZ co ordinates.
- We are EXPLORING...
Note taking and mindmapping skills. Diagrams in Google classroom.
HW: 1hour daily to create a habit.
HW check during session - long term memory.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- to understand how exploration and innovation create opportunities and challenges for people, places, and environments
- We are EXPLORING...
- our prior knowledge in Maths, Science, PE and Health and English to understand that events have causes and effects and use this knowledge as a foundation for our Global studies context on Ancient Egypt.
Success criteria: How humans are born to explore the Earth and the sky to discover ways to constantly evolve and grow. Students are creating a knowledge bank into their long term memory using cross curricular pollination. They should then be able to hook and build on this as they focus on solving a problem within a context in global studies Ancient Egypt..
- to link graph's x. y axis to the earth's equator and the prime meridian
- to link coordinates on a graph to the GPS grid onplanet Earth
- using Latitude and longitudes to find location on a map
- using longitude to calculate time difference
- using the tropic of Cancer, Capricorn and the equator to understand the seasons
- using angles to calculate Longitudes and latitudes
- locating true North and magnetic North to find directions
- locating the North star, Polaris and its use to find true North in the northern hemisphere
- Locating the Southern Cross and Archenar to locate true South in the souther hemisphere in Auckland's nigh sky
- locating Orion constellation in Auckland's night sky
- locating the constellation Matariki in Auckland's night sky
- sunlight - Infra red, royGbiv UV, vit D, melatonin,photosynthesis, foodchain, food CHNOFe.
- Life on Earth - Periodic table from 1 to 10 and 26 Iron,MrsCgren. Air, Co2, Ozone, Methane, Nitrogen, oxygen.
- Moon - 28 days cycle, month, tides, menstrual cycle.
Task: Introduction - A student introduces, when another student hears a common factor with the speaker the student will take the speaker's place till every has a turn.
World map: A3 world map to each student. Locate the continents, oceans, countries, directions, equator, Prime meridian, tropic of Capricorn, Tropic of Cancer, NZ co ordinates.
- We are EXPLORING...
Note taking skills. Mindmapping.
HW 1 hour daily creating a habit for learning.
Longterm memory check every session of previous class lessons.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- to understand how exploration and innovation create opportunities and challenges for people, places, and environments
- We are EXPLORING...
- our prior knowledge in Maths, Science, PE and Health and English to understand that events have causes and effects and use this knowledge as a foundation for our Global studies context on Ancient Egypt.
Success criteria: How humans are born to explore the Earth and the sky to discover ways to constantly evolve and grow. Students are creating a knowledge bank into their long term memory using cross curricular pollination. They should then be able to hook and build on this as they focus on solving a problem within a context in global studies, Ancient Egypt.
- to link graph's x. y axis to the earth's equator and the prime meridian
- to link coordinates on a graph to the GPS grid onplanet Earth
- using Latitude and longitudes to find location on a map
- using longitude to calculate time difference
- using the tropic of Cancer, Capricorn and the equator to understand the seasons
- using angles to calculate Longitudes and latitudes
- locating true North and magnetic North to find directions
- locating the North star, Polaris and its use to find true North in the northern hemisphere
- Locating the Southern Cross and Archenar to locate true South in the souther hemisphere in Auckland's nigh sky
- locating Orion constellation in Auckland's night sky
- locating the constellation Matariki in Auckland's night sky
- sunlight - Infra red, royGbiv UV, vit D, melatonin,photosynthesis, foodchain, food CHNOFe.
- Life on Earth - Periodic table from 1 to 10 and 26 Iron,MrsCgren. Air, Co2, Ozone, Methane, Nitrogen, oxygen.
- Moon - 28 days cycle, month, tides, menstrual cycle.
Task: Introduction - A student introduces, when another student hears a common factor with the speaker the student will take the speaker's place till every has a turn.
World map: A3 world map to each student. Locate the continents, oceans, countries, directions, equator, Prime meridian, tropic of Capricorn, Tropic of Cancer, NZ co ordinates.
- We are EXPLORING...
Note taking skills. Mindmapping.
HW 1 hour daily creating a habit for learning.
Longterm memory check every session of previous class lessons.
-
EXPLORE / TŪHURA learning intentions:
EXPLORE / TŪHURA learning intentions
- We are EXPLORING...
- to understand how exploration and innovation create opportunities and challenges for people, places, and environments
- We are EXPLORING...
- our prior knowledge in Maths, Science, PE and Health and English to understand that events have causes and effects and use this knowledge as a foundation for our Global studies context on Keeping ourselves safe.
Success criteria: How humans are born to explore the Earth and the sky to discover ways to constantly evolve and grow. Students are creating a knowledge bank into their long term memory using cross curricular pollination. They should then be able to hook and build on this as they focus on solving a problem within a context in global studies, Keeping ourselves safe.
- to link graph's x. y axis to the earth's equator and the prime meridian
- to link coordinates on a graph to the GPS grid onplanet Earth
- using Latitude and longitudes to find location on a map
- using longitude to calculate time difference
- using the tropic of Cancer, Capricorn and the equator to understand the seasons
- using angles to calculate Longitudes and latitudes
- locating true North and magnetic North to find directions
- locating the North star, Polaris and its use to find true North in the northern hemisphere
- Locating the Southern Cross and Archenar to locate true South in the souther hemisphere in Auckland's nigh sky
- locating Orion constellation in Auckland's night sky
- locating the constellation Matariki in Auckland's night sky
- sunlight - Infra red, royGbiv UV, vit D, melatonin,photosynthesis, foodchain, food CHNOFe.
- Life on Earth - Periodic table from 1 to 10 and 26 Iron,MrsCgren. Air, Co2, Ozone, Methane, Nitrogen, oxygen.
- Moon - 28 days cycle, month, tides, menstrual cycle.
Task: Introduction - A student introduces, when another student hears a common factor with the speaker the student will take the speaker's place till every has a turn.
World map: A3 world map to each student. Locate the continents, oceans, countries, directions, equator, Prime meridian, tropic of Capricorn, Tropic of Cancer, NZ co ordinates.
- We are EXPLORING...
Note taking skills. Mindmapping.
HW 1 hour daily creating a habit for learning.
Longterm memory check every session of previous class lessons.
-
EXPLORE / TŪHURA learning intentions
- We are EXPLORING...
- to understand how exploration and innovation create opportunities and challenges for people, places, and environments
- We are EXPLORING...
- our prior knowledge in Maths, Science, PE and Health and English to understand that events have causes and effects and use this knowledge as a foundation for our Global studies context on Keeping ourselves safe.
Success criteria: How humans are born to explore the Earth and the sky to discover ways to constantly evolve and grow. Students are creating a knowledge bank into their long term memory using cross curricular pollination. They should then be able to hook and build on this as they focus on solving a problem within a context in global studies, Ancient Egypt.
- to link graph's x. y axis to the earth's equator and the prime meridian
- to link coordinates on a graph to the GPS grid onplanet Earth
- using Latitude and longitudes to find location on a map
- using longitude to calculate time difference
- using the tropic of Cancer, Capricorn and the equator to understand the seasons
- using angles to calculate Longitudes and latitudes
- locating true North and magnetic North to find directions
- locating the North star, Polaris and its use to find true North in the northern hemisphere
- Locating the Southern Cross and Archenar to locate true South in the souther hemisphere in Auckland's nigh sky
- locating Orion constellation in Auckland's night sky
- locating the constellation Matariki in Auckland's night sky
- sunlight - Infra red, royGbiv UV, vit D, melatonin,photosynthesis, foodchain, food CHNOFe.
- Life on Earth - Periodic table from 1 to 10 and 26 Iron,MrsCgren. Air, Co2, Ozone, Methane, Nitrogen, oxygen.
- Moon - 28 days cycle, month, tides, menstrual cycle.
Task: Introduction - A student introduces, when another student hears a common factor with the speaker the student will take the speaker's place till every has a turn.
World map: A3 world map to each student. Locate the continents, oceans, countries, directions, equator, Prime meridian, tropic of Capricorn, Tropic of Cancer, NZ co ordinates.
- We are EXPLORING...
Note taking skills. Mindmapping.
HW 1 hour daily creating a habit for learning.
Longterm memory check every session of previous class lessons.
-
Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing and applying our knowledge about science and maths in ancient Egypt.
- We are FOCUSING on comparing the culture and traditions of ancient Egypt and how these evolved to modern day religions and traditions.
- We are FOCUSING on the megaliths of ancient Egypt and those found in NZ comparing and deducing that there might have been another civilizaiton before ours.
Awhinatanga: Culturally Connected
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing and applying our knowledge about science and maths in ancient Egypt.
- We are FOCUSING on comparing the culture and traditions of ancient Egypt and how these evolved to modern day religions and traditions.
- We are FOCUSING on the megaliths of ancient Egypt and those found in NZ comparing and deducing that there might have been another civilizaiton before ours.
Awhinatanga: Culturally Connected
Enter text here...
Enter text here...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing and applying our knowledge about science and maths in ancient Egypt.
- We are FOCUSING on comparing the culture and traditions of ancient Egypt and how these evolved to modern day religions and traditions.
- We are FOCUSING on the megaliths of ancient Egypt and those found in NZ comparing and deducing that there might have been another civilizaiton before ours.
Awhinatanga: Culturally Connected
Enter text here...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing and applying our knowledge about science and maths in ancient Egypt.
- We are FOCUSING on comparing the culture and traditions of ancient Egypt and how these evolved to modern day religions and traditions.
- We are FOCUSING on the megaliths of ancient Egypt and those found in NZ comparing and deducing that there might have been another civilizaiton before ours.
Awhinatanga: Culturally Connected
Enter text here...
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Kia Ora,
Welcome back to Term 2.
Learning Intentions:
The course of Aotearoa New Zealand’s histories has been shaped by the use of power.
Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories.
People hold different perspectives on the world depending on their values, traditions, and experiences.
Success Criteria:
I can understanding how is Anzac Day is a significant event in Aotearoa history
I understand NZ's participation in WW1 and the sacrifice our soldiers made for Aotearoa.I am also learning about their experiences through their biographies
I can identify the attitudes and values that motivated people in the past and compare them with attitudes and values of today
I can show empathy towards the ANZAC’S by learning about their experiences through their biographies
Activities:
DO NOW: Anzac Quiz (https://online.mhjc.school.nz/mod/page/view.php?id=92220)
- What is Anzac Day? (Discussion and video) - Class activity
- Fun Fact Anzac cards and worksheet (Group activity)
- Listen to the podcast
- Showing gratitude - messages and making poppies
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Learning Intentions:
The course of Aotearoa New Zealand’s histories has been shaped by the use of power.
Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories.
People hold different perspectives on the world depending on their values, traditions, and experiences.
Success Criteria:
I can understanding how is Anzac Day is a significant event in Aotearoa history
I understand NZ's participation in WW1 and the sacrifice our soldiers made for Aotearoa.I am also learning about their experiences through their biographies
I can identify the attitudes and values that motivated people in the past and compare them with attitudes and values of today
I can show empathy towards the ANZAC’S by learning about their experiences through their biographies
Activities:
DO NOW: Recap
- Documentary (https://www.nzonscreen.com/title/gallipoli-the-new-zealand-story-1984?collection=anzac-day)
One of the things we try to do in history is to develop empathy for the people we study — that is, to try to put ourselves in other peopleʼs position and understand what it was like for them.
Of course, that is very hard to do — especially for something like a war, when most of us do not really know what it is like to be in that situation. Nor can we fully comprehend how the soldiers of 1915 were thinking about their role and responsibilities.
But this is why we use evidence from the time — to listen to what people who were there said, how they behaved, what they felt and saw.
Your task is to understand what it must have been like to be a soldier serving at Gallipoli.
- Biographies (https://nzhistory.govt.nz/war/anzacday-biographies)- http://www.eyewitnesstohistory.com/gallipoli.htm
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Learning Intentions:
I am learning about the definition of empathy and will apply this concept to the biographies.
Success Criteria:
I understand NZ's participation in WW1 and the sacrifice our soldiers made for Aotearoa.I am also learning about their experiences through their biographies
I can show empathy towards the ANZAC’S by learning about their experiences through their biographies
Activities:
DO NOW: Holistic report evidence
Introducing Assessment 1 and Exploring the biographies
Resources:
- Biographies (https://nzhistory.govt.nz/war/anzacday-biographies)
- Documentary (https://www.nzonscreen.com/title/gallipoli-the-new-zealand-story-1984?collection=anzac-day) -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Matariki by communicating the spiritual ideas and values behind the celebration
- We are EXPLORING Matariki by recognising the key figures involved in this historical moment
Success Criteria:
- We understand the importance of Matariki and it's traditional practice.
Activities:
- Exam paper practice: Matariki resource interpretation
- Opinion writing piece on Matariki
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING culture and collective identity by gaining an understanding about the concept of race and racism.
Success Criteria
- We are developing an understanding of key terms and ideas that are associated with racism including what constitutes ethnicity and ethnic groups.
- We are understanding that all ethnic groups experience some form of racism.
Activities:
- Brainstorm activity 1 as a class and copy information in your book
- Watch the video for activity 2 and complete answers in your book.
- Activity 3 - class discussion
-Activity 4 (Skin whitening ) and 5 (race test)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria
- We are developing an understanding of key terms and ideas that are associated with racism including what constitutes ethnicity and ethnic groups.
- We are understanding the link between stereotyping, discrimination and racism.
Activities:
- Activity 6
You and your group will read through the powerpoint on Google classroom
Powerpoint: Stuff NZ has created an interesting Powerpoint that looks at this issue more closely.
HYPERLINK "https://interactives.stuff.co.nz/2018/05/prisons/crime.html#/" https://interactives.stuff.co.nz/2018/05/prisons/crime.html#/
Group Activity:
-Break up into groups of 5-6 – each group will be given a single sheet of paper.
-Watch the Powerpoint presentation as a group.
-Discuss the information and work together to write down at least 5 key takeaways in the form of dot-points.
-Please do not copy word for word – write your group’s key points in your own words. -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria
- We are understanding the concepts that we studied last last week and are now applying them to the text
- We are understanding the injustices of the Maori people during the 1800's in Pukekohe.
Activity:
DO NOW: Forming an opinion
Introduction to the book: "No Maori Allowed" (We will begin reading the book today in class)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria
- We are understanding the injustices of the Maori people during the 1800's in Pukekohe.
- We are analysing data and connecting this to the documentary and information from Chapter 2
Activity:
- Watching the documentary and connecting this to Chapter 1 and 2 (T chart to highlight the comparisons)
- Completing the questions after reading Pages 15-20 from Chapter 2 -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria:
- We are understanding the concept of segregation in relation to the background of Maori living in Pukekohe
- We are able to identify and describe the types of injustices Maori faced in Pukekohe
- We can draw conclusions as to why they have experienced these injustices and how these injustices have impacted the Maori people in Pukekohe
Activities:
- "No Maori allowed" documentary - watch, make bullet point and analyse information to draw conclusions
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria:
- We are understanding the concept of segregation in relation to the background of Maori living in Pukekohe
- We are able to identify and describe the types of injustices Maori faced in Pukekohe
- We can draw conclusions as to why they have experienced these injustices and how these injustices have impacted the Maori people in Pukekohe
Activities:
1."No Maori allowed" documentary - watch, make bullet point and analyse information to draw conclusions.
2. Answer the following writing a paragraph: One of the reasons given by European parents for creating a separate school was the health threat posed by Māori students. Based on what you have read, and in your opinion, was this threat justified? Explain your response.
3.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on describing racial discrimination in NZ by developing an understanding of how people challenge injustices and social norms
Success Criteria:
- We are understanding the concept of segregation in relation to the background of Maori living in Pukekohe
- We are able to identify and describe the types of injustices Maori faced in Pukekohe
- We can draw conclusions as to why they have experienced these injustices and how these injustices have impacted the Maori people in Pukekohe.
Activities:
1. Note-taking from Documentary, Chapter 2 and some of Chapter 3.
2. Create 3/4 focus questions for the assessment and finalise the questions by the end of Week 1
3. Familiarise yourself with the rubric.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the opening ceremony and types of sports of the Paris Olympics
- We are EXPLORING the ancient and modern Olympics and the significance of the mascots
Success Criteria:
- We understand the the origins and traditions of the Olympics and how the event has changed over time.
- We understand the the significance of the mascots and the significance of the opening ceremony
ACTIVITIES:
DO NOW: Check in on your Assessment 2 (Note taking for Chapter 2)
Opening ceremony task: What aspects of our culture, values and national identity does the countries highlight? (Literacy)
Pair share task: If there was an opportunity to add in another sport to the current list, what sport would you add and why? (Literacy task)
Documentary:Ancient Olympics
Interactive Activity Online: Pair share/Individual option: https://www.bbc.co.uk/bitesize/articles/z36j7ty#z42gr2p
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