8W2 Global Studies
Weekly outline
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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 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...
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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 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.
Add: 50 countires and location on the map.
- We are EXPLORING...
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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 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...
-
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...
-
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...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on identifying factors in our environment in New Zealand to keep ourselves safe.
- We are FOCUSING... on discussing, comparing and developing ideas to find solutions to a problem in New Zealand that is of concern to our safety and well being
- We are FOCUSING... on adapting and fine tuning the laws and rules already in place for health and safety in New Zealand to make it lore effective.
Ako: Learning and Thinking Strategy
Enter text here...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on identifying factors in our environment in New Zealand to keep ourselves safe.
- We are FOCUSING... on discussing, comparing and developing ideas to find solutions to a problem in New Zealand that is of concern to our safety and well being
- We are FOCUSING... on adapting and fine tuning the laws and rules already in place for health and safety in New Zealand to make it lore effective.
Ako: Learning and Thinking Strategy
Enter text here...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on identifying factors in our environment in New Zealand to keep ourselves safe.
- We are FOCUSING... on discussing, comparing and developing ideas to find solutions to a problem in New Zealand that is of concern to our safety and well being
- We are FOCUSING... on adapting and fine tuning the laws and rules already in place for health and safety in New Zealand to make it lore effective.
Ako: Learning and Thinking Strategy
Enter text here...
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Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on identifying factors in our environment in New Zealand to keep ourselves safe.
- We are FOCUSING... on discussing, comparing and developing ideas to find solutions to a problem in New Zealand that is of concern to our safety and well being
- We are FOCUSING... on adapting and fine tuning the laws and rules already in place for health and safety in New Zealand to make it lore effective.
Ako: Learning and Thinking Strategy
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 of the previous lesson and read the link 1( soldiers experience)
1. http://www.eyewitnesstohistory.com/gallipoli.htm
- Read the link below. After you read the link, complete the table. Proofread your work and then type your answers on a google doc. This google doc can be used for your holistic report.
2.https://nzhistory.govt.nz/war/the-gallipoli-campaign/conditions
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.
- Documentary (https://www.nzonscreen.com/title/gallipoli-the-new-zealand-story-1984?collection=anzac-day)
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Learning Intentions:
Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories.
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 - Use the solider's experience for Awhinatanga
Note-taking skills - Using the outline method, read one of the biographies and take notes in your books. This activity is preparing you for your upcoming assessment.
Link for the biography is on your google classroom page.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
DO NOW: Diaster dictation
Detailed instructions will be provided in class with reagrd to the activities below.
- Pictionary
- Fact finding task
- Message board
- Scenario - Understanding MHJC Emergency plans (class discussion)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
DO NOW: Recap: Introduction to the context
Detailed instructions will be provided in class with regard to the activities below.
Newspaper Article TaskFind an article from the link about a Natural disaster and write a summary in a paragraph about the article
https://www.theguardian.com/world/natural-disasters
Instructions:
Read the article as a group
Each person has a role
The group discusses the findings and the outcome
Then the group splits up and writes a summary individually
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
DO NOW: Quiz
Survival Role Play
You will be given one of the roles below (A,B,C,D). Imagine that you have survived a natural disaster and are waiting for rescue. Only three of you can be rescued. You need to justify why you should be one of the rescued people.
Share you answers with the class
All roles will be shared in class.
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Opened: Monday, 27 May 2024, 12:00 AMDue: Wednesday, 5 June 2024, 7:00 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
1. DO NOW: Group challenge: Let's see who survives.... (Further instructions will be presented on a google slide)
2. Test our Numeracy skills through our context learning: Access this activity through Google classroom: Further instructions will be provide to you in class.
Numeracy link - Tuanui Survives (You will be reading a story about how Tuanui survives.You will be provided with improper fractions to know the outcome). The task will be explained in detail during classtime.
3. Watching a documentary: Wild weather under threat
Activity: Individually answer the questions below.
Write down the key points from the video
What was the impact on these disasters on people, place and the environment?
Write ⅔ paragraphs.
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Pono: Hauora
Awhinatanga: Positive Partnerships
Wänanga: Active Learner
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
1. DO NOW: Test our Numeracy skills through our context learning: Access this activity through Google classroom: Further instructions will be provide to you in class.
Numeracy link - Tuanui Survives (You will be reading a story about how Tuanui survives.You will be provided with improper fractions to know the outcome). The task will be explained in detail during classtime.
2. Continue watching a documentary: Wild weather under threat
Activity: Individually answer the questions below.
Write down the key points from the video
What was the impact on these disasters on people, place and the environment?
Write ⅔ paragraphs.
3. Working on your script for your role play. Please be ready for your roleplay in Week 10
4. Literacy task: Auckland Floods (Refer to the google doc)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding the impact of natural disasters on people, place and environment.
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
1.Numeracy link - Tuanui Survives (You will be reading a story about how Tuanui survives.You will be provided with improper fractions to know the outcome). The task will be explained in detail during classtime
2.Literacy task: Auckland Floods (Refer to the google doc)
3. Events through history - including survival stories.(Highlighting the impact of the event on people, place and environment.
3.
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FOCUS / ARONGA learning intentions:- We are FOCUSING on understanding the impact of natural disasters on people, place and environment.
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
DO NOW: Quiz
1. Role play
2. Feedback on your slideshow
3. Emergency plans -
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This week we will aim to wrap up the context from last term on "Survival"
FOCUS / ARONGA learning intentions:- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
Success Criteria:
- We understand that events have causes and the impact diasters have on people, place and environment
- We understand how formal and informal groups make decisions that impact on communities.
Activities:
DO NOW: Quiz
1. Slideshow
3. Emergency plans- Group Opinion piece: Did Joe Biden make the right decision to step down for the US election race?
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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:
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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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the History of the Olympics
- We are EXPLORING the Values of the Olympics
Success Criteria:
- We have learnt the
ACTIVITIES:
What does the word Excellence mean to you?
What does the word friendship mean to you?
What do you think respect means?
Why are these Olympics values important?
- Creating word clouds to highlight each value and answer the question below: (Literacy)
Using the Word cloud website, use the values ABOVE to create these clouds: https://www.wordclouds.com/
Here are some examples: https://docs.google.com/document/d/1RW3goEYOPSGen0gabrAL1GkD-mAQwiV0eM34U3pFQUQ/edit
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