9C1 Science
Weekly outline
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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
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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:
- Video- Our survival depends on bees
- Compare and contrast factors that will increase and decrease the bee population
- Ecological terms intro- via Finding Nemo, The Lion King, and Happy Feet
- Black mumba vs mongoose- who will win? Describe the behavioural and physical adaptations of each animal and watch them fight!
- 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 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
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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 occurActivities:
- Find similarities in physical adaptation between predators and prey
- Graph a predator and prey cycle using data
- Introduction to Goat Island
- Create a Goat Island resident profile
- Fishes of Goat Island Parts 1+2
- Contribute to our Goat Island Mural
Further Learning:
All resources on Google Classrooms, EP
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
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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 climatesActivities:
- SNORKELLING AT GOAT ISLAND - identifying marine life
- GOAT ISLAND EDUCATION CENTRE - explaining conservation efforts to improve biodiversity
- Apply predator prey cycles - a very hungry kina (short story)
- Describe the effects of kina barrens on the environment, linking other ideas such as global warming
- Create a Goat Island resident profile
- 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 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
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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 levelActivities:
- Draw a food web
- Describe animals using ecological terms
- Ameoba sisters- Energy pyramids and biodiversity
- 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 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
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Kia ora Scientists!
Success Criteria:
I am able to communicate scientific ideas using scientific models
Activities:
- Complete Science Assessment 1
- Create a energy pyramid depicting strong biodiversity of Goat Island
- 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 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 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.
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