8F2 Science
Weekly outline
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Opened: Monday, 18 March 2024, 12:00 AMDue: Thursday, 28 March 2024, 3:00 PM
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Kia ora 8F2! Welcome back to Term 1 for 2024.
I hope you have had a great break and fun holiday and are ready to explore science! Below you will find this term's Learning Intentions and Success Criteria for the each week. I have also outlined the main activities we will do each week.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING threats to our Marine Environment and ways to protect our oceans environments (participation for change)
- We are EXPLORING the importance of biodiversity by investigating different species and habitats of sea life.
Success Criteria:
- I can recall and follow the classroom rules
- Describe what a marine reserve is
- Describe how caring for our resources of the land and sea is important to our well being and survival
- Define the term habitat and give an example
Activities:
- Learning the classroom rules
- Listing fish species we already know
- Learning the common and Māori names of fish and shellfish common to Te Hāwere-a-Maki/Goat Island
- Blooket on these fish and shellfish
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING threats to our Marine Environment and ways to protect our oceans environments (participation for change)
- We are EXPLORING the importance of biodiversity by investigating different species and habitats of sea life.
Success Criteria: I can/have:
- Describe what a marine reserve is
- Describe how caring for our resources of the land and sea is important to our well being and survival
- Describe how tides affect rocky shore species
- List features that can be used to classify the five groups of vertebrates
Activities:
- Investigating tides and their affect on rocky shores
- Drawing a diagram of rocky shore zones
- Classifying animals into groups (vertebrates vs invertebrates, then into mammal, reptile, bird, etc)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING an EOTC experience tolearn about marine protected areas, ecosystem functions, intertidal/zonation & ‘futures thinking’. We are also challenging ourselves by snorkelling at the Goat Island Marine Reserve.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING threats to our Marine Environment and ways to protect our oceans environments (participation for change)
- We are EXPLORING the importance of biodiversity by investigating different species and habitats of sea life.
Success Criteria: I can/have:
- Use a key to identify different species of animals
- Recall different habitats found in Aotearoa/NZ
Activities:
- Visiting the neighbouring forest: what animals can you find? Can you find any wēta homes?
- Using a key to identify different sea animals
- Identifying the habitats of different species in Aotearoa from a list of examples
- Trip to Goat Island
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Design a fair test to see what living things need to grow
Activities:
- BrainPOP activities on "amphibians"
- Designing a fair test that involves growing mustard seeds in Petri dishes and changing one condition
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Design a fair test to see what living things need to grow
- Recall the acronym MRS C GREN and describe what each letter stands for
Activities:
- Watering our Petri dishes from our fair test (growing mustard seeds in Petri dishes and changing one condition)
- Writing observations on our results of our fair test
- Defining what each letter in the acronym MRS C GREN represents
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Do research online and filter out information to find relevant information
- Design a food web that shows the feeding relationships between organisms
Activities:
- Science Assessment 1 on Google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Do research online and filter out information to find relevant information
- Design a food web that shows the feeding relationships between organisms
- Described how living things are suited to their particular habitat
- Identified adaptations of different living things
Activities:
- Science Assessment 1 on Google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Do research online and filter out information to find relevant information
- Design a food web that shows the feeding relationships between organisms
- Described how living things are suited to their particular habitat
- Identified adaptations of different living things
Activities:
- Science Assessment 1 on Google classroom
- BrainPOP on cells
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Label the parts of a microscope.
- Safely use a microscope to magnify objects.
- Make scientific drawings of objects under the microscope
Activities:
- Viewing cells on pre-prepared slides under microscope
- Labelling a diagram of a light microscope
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on features that all living organisms share
- We are FOCUSING on the biodiversity of sea life by identifying adaptations of different species.
Success Criteria: I can/have:
- Label the parts of a microscope.
- Safely use a microscope to magnify objects.
- Make scientific drawings of objects under the microscope
Activities:
- Viewing cells on pre-prepared slides under microscope
- Preparing onion cells on a microscope slide and viewing them under a light microscope
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our learning from term 1 by assessing our the gaps in our knowledge
Success Criteria: I can/have:
- I can use a classification key
- I can create an identification key
Activities:
- Making an identification key that someone else can use to identify at least 5 animals
- Give the key to the person next to you and they use it.
- Labelling parts of a plant
- Labelling parts of a flower and flower dissection
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our learning from term 1 by assessing our the gaps in our knowledge
Success Criteria: I can/have:
- I can draw a scientific drawing
Activities:
- Viewing pollen under microscope and drawing a diagram of the pollen cells
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on climate & pollution issues that our community face
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
- We are FOCUSING on hair and fabric analysis as a way to identify a suspect
- We are FOCUSING on chemical and ballistic analysis as a way to identify a suspect
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forensics as a real life application of science
Success Criteria: I can/have:
- recall the different things done at crime laboratories
- draw a DNA double helix
- recall that A joins with T, and G joins with C
- identify features and characteristics that are determined by DNA or environment
Activities:
- Discussion: what is forensics? Why is forensics important?
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- learning facts about DNA. Drawing a diagram of a DNA double helix
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- Venn diagram of characteristics: sorting characteristics into the venn diagram whether they are determined by DNA or by environment
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
- We are FOCUSING on hair and fabric analysis as a way to identify a suspect
- We are FOCUSING on chemical and ballistic analysis as a way to identify a suspect
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forensics as a real life application of science
Success Criteria: I can/have:
- Recall what is meant by inheritance.
- Describe why siblings often look similar because they inherit features from the same parents
- use chromatography to identify the pen used by a suspect
Activities:
- Tally chart of different genetic characteristics in our class, such as ability to roll tongue, left or right handed, etc.
- Chromatography practical
- Analysing our hair under a microscope
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on climate & pollution issues that our community face
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
- We are FOCUSING on hair and fabric analysis as a way to identify a suspect
- We are FOCUSING on chemical and ballistic analysis as a way to identify a suspect
- We are FOCUSING on defining how matter can exist in three different states
Success Criteria: I can/have:
- identify different patterns on fingerprints
- define matter
- state the three states of matter
- compare and contrast the three states of matter
Activities:
- Making prints of our fingers in our books and identifying the different pattern types in our fingers
- Naming examples of each state of matter
- Writing down the key points of the properties of each state of matter
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on climate & pollution issues that our community face
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
- We are FOCUSING on hair and fabric analysis as a way to identify a suspect
- We are FOCUSING on chemical and ballistic analysis as a way to identify a suspect
- We are FOCUSING on defining how matter can exist in three different states
Success Criteria: I can/have:
- identify the arrangement of particles in each state of matter.
- define density.
- link the arrangement of particles in each state of matter to their properties
- describe what happens as matter changes between states
Activities:
- Drawing the particle model of each state of matter
- Linking the particle model to what is shown in different images
- States of matter blooket
- Naming the changes between different states of matter and drawing a diagram to represent these changes
- Discussion of melting points and boiling points being different for different materials
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the difference between physical changes and chemical changes
Success Criteria: I can/have:
- Recognise a change.
- Classify a change as reversible or irreversible.
- Explain why a change is reversible or irreversible.
Activities:
- States of matter practical: orange juice and baking soda
- drawing graphs
- States of matter practical circus: different experiments at each table, you are to decide whether it is a physical or chemical change that is happening
- We are FOCUSING on defining the difference between physical changes and chemical changes
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING what everything is made of
FOCUS / ARONGA learning intentions:
- We are FOCUSING on climate & pollution issues that our community face
- We are FOCUSING on DNA and fingerprinting as a way to identify a suspect
- We are FOCUSING on hair and fabric analysis as a way to identify a suspect
- We are FOCUSING on chemical and ballistic analysis as a way to identify a suspect
- We are FOCUSING on defining how matter can exist in three different states
Success Criteria: I can/have:
- identify the arrangement of particles in each state of matter.
- link the arrangement of particles in each state of matter to their properties
- find elements on the periodic table
- I can identify the number of electrons, protons, and neutrons in small atoms
Activities:
- States of matter task on BrainPOP
- Gluing periodic table into front or back cover of book
- Colouring in the metals and non-metals on the periodic table in different colours
- drawing a diagram of an atom
- Writing our name by only using element symbols
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the difference between elements, compounds and mixtures
Success Criteria: I can/have:- identify the number of atoms and elements in a compound.
- compare the properties of elements and compounds.
- classify substances as elements, compounds and mixtures.
Activities:
- discussion of what happens when iron and sulfur combine
- Comparing elements, mixtures, and compounds
- Identifying whether substances are elements, mixtures, or compounds (on Google classroom)
- element, mixture or compound Blooket
In groups, you will try to solve the challenges as quickly as possible.
- We are FOCUSING on the difference between elements, compounds and mixtures
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the difference between elements, compounds and mixtures
Success Criteria: I can/have:- separate a mixture using physical methods
Activities:
- separating a mixture of dirt and water using filtration
- We are FOCUSING on the difference between elements, compounds and mixtures
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