Weekly outline

  • 2024 Assessments

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  • Welcome to Year 9 Science

    Kia Ora Young Scientists,

    Welcome to Year 9 Science. My name is Mrs. Lindsay and I will be taking you through your Science journey this year. We will be exploring various areas of Science, including Biology, Chemistry, Physics, and Earth Science. Whilst content knowledge is important in Science, its the Science Skills that permeates through all areas of Science, which will be assess in your Common Assessment Tasks (CATs) delivered under exam conditions this year. 

    Should you need to contact me, face to face is always easiest while in class. Alternatively you can send me an email at alindsay@mhjc.school.nz, but do note that my reply may be brief.

    I look forward to co-creating our Science journey together with you all.

    Mrs Lindsay 

    Image result for science gif


  • Term 1 Week 2-3

    Nau mai, Hoki mai!

    Welcome back to school. I trust that you have had a relaxing break.

    Our context this term is Kaitiakitanga of Taonga in Aotearoa. 

    This term we will be how we are part of something much bigger... and that our survival may be in peril depending on the decisions that we make.

    Success Criteria:

    Connect the interdependence of our survival on other living things.
    Describe the world around us using ecological terms and give examples (ecology, biotic, abiotic, individual, population, community, ecosystem)
    Define habitat and give examples (lithosphere, cryosphere, biosphere, atmosphere, hydrosphere)
    Describe how an animal has adaptations so that it is successful in its habitat (behavioural vs physical)

    Activities:

    1. Video- Our survival depends on bees
    2. Compare and contrast factors that will increase and decrease the bee population
    3. Ecological terms intro- via Finding Nemo, The Lion King, and Happy Feet
    4. Black mumba vs mongoose- who will win? Describe the behavioural and physical adaptations of each animal and watch them fight!
    5. Create a NZ endangered animal profile and present back to the class

    Further Learning:
    All resources are found on Google Classrooms, and EP

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the natural world around us
    • We are EXPLORING the interactions between all living organisms in our biosphere
    • We are EXPLORING the significant impact human actions (and inactions) have impacted on the equilibrium of our biosphere

  • Term 1 Week 4-5

    Kia ora scientists!

    We are continuing our journey to understand the life around us

    Success Criteria:

    Predict if an animal is a predator or prey by identifying its physical features
    Describe predator prey cycles, and how these cycles occur

    Activities:

    1. Find similarities in physical adaptation between predators and prey 
    2. Graph a predator and prey cycle using data
    3. Introduction to Goat Island
    4. Create a Goat Island resident profile
    5. Fishes of Goat Island Parts 1+2
    6. Contribute to our Goat Island Mural

    Further Learning:
    All resources on Google Classrooms, EP


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the natural world around us
    • We are EXPLORING the interactions between all living organisms in our biosphere
    • We are EXPLORING the significant impact human actions (and inactions) have impacted on the equilibrium of our biosphere

  • Term 1 Week 6-7

    Kia ora Scientists!

    Success Criteria:

    I can describe some of the things I saw at Goat Island and the effects of the conservation efforts
    Understand physical adaptation of animals from hot and cold climates

    Activities:

    1. SNORKELLING AT GOAT ISLAND - identifying marine life
    2. GOAT ISLAND EDUCATION CENTRE - explaining conservation efforts to improve biodiversity
    3. Apply predator prey cycles - a very hungry kina (short story)
    4. Describe the effects of kina barrens on the environment, linking other ideas such as global warming
    5. Create a Goat Island resident profile
    6. Apply Bergman's rule and Allan's rule to animals of hot and cold climates, and explain why 

    Further Learning:
    See Google Classroom for resources


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of marine life by identifying different species at Goat Island
    • We are FOCUSING on developing our ability to interpret our observations and communicating them using scientific conventions
    • We are FOCUSING on identifying factors that improve biodiversity, as well as factors that decrease biodiversity

  • Term 1 Week 8-9

    Kia ora Year 9s

    Success Criteria:

    Identify organisms in ecological terms - carnivore, herbivore, omnivore, producer, consumer, decomposer
    Describe how these organisms interact in a food web, and how they are all essential to the strength of biodiversity
    Categorise organisms in an energy pyramid
    Explain the 10% energy transfer rule through each trophic level

    Activities:

    1. Draw a food web
    2. Describe animals using ecological terms
    3. Ameoba sisters- Energy pyramids and biodiversity
    4. Create an energy pyramid of native NZ endangered/endemic species, labelling each trophic label and amount of energy transfer

    Further Learning:
    All resources are on Google classroom, EP


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the natural world around us
    • We are EXPLORING the interactions between all living organisms in our biosphere
    • We are EXPLORING the significant impact human actions (and inactions) have impacted on the equilibrium of our biosphere

  • Term 1 Week 10-11

    Kia ora Scientists!

    Success Criteria:

    I am able to communicate scientific ideas using scientific models

    Activities:

    1. Complete Science Assessment 1 
    2. Create a energy pyramid depicting strong biodiversity of Goat Island
    3. Give reasons as to why Goat Island is a Taonga and suggests ways we can show kaitiakitanga of NZ marine life aka economic zones

    Further Learning:
    See Google Classroom for resources


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of marine life by identifying different species at Goat Island
    • We are FOCUSING on developing our ability to interpret our observations and communicating them using scientific conventions
    • We are FOCUSING on identifying factors that improve biodiversity, as well as factors that decrease biodiversity
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING and constructing a collaborated presentation using a scientific model so that we can demonstrate our understanding of marine ecology and its biodiversity.

  • Term 1 School Holidays

    The school holiday conundrum for parents | RNZ


  • Term 2 Whakamana | Empowerment | Stand up, Stand Out

    Nau mai, Hoki mai!

    Welcome back to Term 2. I trust that you have had a relaxing break.

    Our context for Term 2 is: Whakamana | Empowerment. Stand up, Stand Out.
    Whakatauki - Ē tū Rangatira - Stand strong and Lead

    Our focus this term is how might we use our scientific understanding, so that we can solve everyday problems, so that we can show  Innovation - No. 8 Wire - Kiwi Ingenuity

    Kiwis are know for their ingenuity; we are famous for solving problems and creating new solutions with the things that are immediately available to us. Part of this innovation includes the use of chemistry, by using chemical reactions that are common in everyday life. 

    This term we will be focusing on what the world is made of, the nature of matter and how it behaves. We will also be developing our laboratory skills in a safe and responsibly way, doing heaps of chemistry practicals, and learning how to communicate our finding using scientific conventions. 

    Memetracker: Chemistry Cat Brings The Classroom LOLs (PICTURES) | HuffPost Entertainment

  • Term 2 Weeks 1

    Kia ora Year 9s

    Success Criteria:

    I can name and draw common laboratory equipment, and use them in an appropriate manner
    I can recall parts of a bunsen burner and light and extinguish one safely, following each necessary step
    I can explain the difference between an orange and blue flame, and decide which is most appropriate for the task
    I  can heat liquids in a test tube, using a bunsen burner safely without overheating/cracking the glass

    Activities:

    1. Lab equipment - Scipad 9
    2. Draw lab equipment
    3. Draw and label parts of a bunsen burner
    4. Recall the steps to light a bunsen safely, using the acronym SETALight
    5. Scipad pg 12
    6. Practical - Compare heating watering with orange vs blue flame, and time
    7. Practical - heating liquids in a test tube
    8. Scipad 14 - 15

    Further Learning:
    See Google Classroom for all resources


  • Term 2 Week 2

    Kia ora Year 9s

    Success Criteria:

    I can read scales accurately, including reading the meniscus of liquids
    I can communicate scientific investigations accurately
    I can write a concise aim for scientific investigations

    Activities:

    1. Reading scales Scipad 17-19
    2. Practical - reading meniscus of liquids in measuring cylinders and thermometers
    3. video - scientific method
    4. Notes - how to write an aim, hypothesis, and identify 3 variables
    5. Writing aim worksheet

    Further Learning:
    See Google Classroom 


  • Term 2 Week 3

    Kia ora Takutai,

    Success Criteria:

    I can identify fair testing factors
    I can write a hypothesis and justify why
    I can identify the independent, dependant, and control variables in an investigation
    I understand the scientific process

    Activities:

    1. Writing hypothesis
    2. Introducing variables
    3. Fair testing worksheet

    Further Learning:
    All resources are on Google Classroom


  • Term 2 Week 4

    Kia ora scientists,

    Success Criteria:

    I can draw graphs accurately using scientific conventions
    I can identify elements of fair testing and apply them
    I can design and conduct a simple scientific investigation
    I can communicate the findings of the investigation using scientific conventions

    Activities:

    1. Drawing graphs - worksheet
    2. Fair testing worksheet 
    3. Investigation - find the relationship between handspan and height/feetspan/cubit
    4. Create a lab report to communicate the findings of the investigation 
    5. SCIPAD - revision - scientific method

    Further Learning:
    All resources on Google Classroom


  • Term 2 Week 5 - 6

    Kia ora akonga,

    This week we still start our learning around matter and lab skills.

    Success Criteria:

    I can identify different states of matter, their properties
    I can explain their behaviour using particle theory of matter, energy levels, and Brownian motion 

    Activities:

    1. States of matter worksheet
    2. venn diagrams
    3. Practical - matter circus
    4. Brownian motion class demonstration
    5. SCIPAD 59
    6. "Changes of states" worksheet

    Further Learning:
    All resources on Google Classroom


  • Term 2 Week 7 - 8

    Kia ora scientists,

    Welcome back to Term 3. 

    Success Criteria:

    I can use chemistry terms to describe substances in a scientific manner
    I can use a range of different methods to seperate different substances
    I can use chemistry terms, such as solution, solvent and solute confidently
    I can describe all the parts of a distillation kit, including the Liebig Condenser and explain the 5 steps of distillation
    I can work safely and responsibly in a lab

    Activities:

    1. LAB - chemistry terms carousel + worksheet
    2. LAB - filtration of milk and vinegar + worksheet
    3. LAB - Separating of rock salt through evaporation
    4. LAB - Separating mixtures carousel + worksheet
    5. LAB - Distillation of instant coffee - Teacher demonstration + writing

    Further Learning:
    All resources on Google Classrooms


  • Term 2 Week 9- 10

    Kia ora...

    Success Criteria:

    I can design, conduct a fair science investigation, and communicate the findings using several scientific conventions
    I can demonstrate my lab skills, my knowledge of lab equipment, ways to improve accuracy and reliability of a scientific investigation, my ability to read scales, read and interpret graphs and diagrams.
    I can communicate my understanding of separating mixtures in written form

    Activities:

    1. Assessment - EP Diagnostic
    2. Practical assessment - Making and investigating cottage cheese
    3. EOT revision - Separating mixtures - exam style questions

    Further Learning:
    All resources in Google Classroom


  • Term 2 Holidays

    Matariki : Guide to Māori New Year Traditions in New Zealand

  • 20 May - 26 May

  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

  • 17 June - 23 June

  • 24 June - 30 June

  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

  • 29 July - 4 August

  • 5 August - 11 August

  • 12 August - 18 August

  • 19 August - 25 August

  • 26 August - 1 September

    This week

  • 2 September - 8 September

  • 9 September - 15 September

  • 16 September - 22 September

  • 23 September - 28 September

  • 30 September - 6 October

  • 7 October - 13 October

  • 14 October - 20 October

  • 21 October - 27 October

  • 28 October - 3 November

  • 4 November - 10 November

  • 11 November - 17 November

  • 18 November - 24 November

  • 25 November - 1 December

  • 2 December - 8 December

  • 9 December - 15 December