8F1 Science

Weekly outline

• Select week General

  General

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  • Select activity 8F1 Science Assessment 1: Te Hāwere-a-Maki

    

    8F1 Science Assessment 1: Te Hāwere-a-Maki Assignment

    Opened: Monday, 18 March 2024, 12:00 AM

    Due: Thursday, 28 March 2024, 3:00 PM
  • Select activity Science Assessment 2: Forces in the Oympics

    

    Science Assessment 2: Forces in the Oympics Assignment

    Due: Monday, 16 September 2024, 10:30 AM
• Select week 29 January - 4 February

  29 January - 4 February

  
  

  
  

  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.
  

  
  
• Select week Term 1 Week 2

  Term 1 Week 2
  

  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
• Select week Term 1 Week 3

  Term 1 Week 3
  

  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)
• Select week Term 1 Week 4

  Term 1 Week 4

  
  

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING an EOTC experience to learn 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
• Select week Term 1 Week 5

  Term 1 Week 5

  
  

  

  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
• Select week Term 1 Week 6

  Term 1 Week 6

  
  

  

  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
• Select week Term 1 Week 7

  Term 1 Week 7

  
  

  

  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
• Select week Term 1 Week 8

  Term 1 Week 8

  
  

  

  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
• Select week Term 1 Week 9

  Term 1 Week 9

  
  

  

  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
• Select week Term 1 Week 10

  Term 1 Week 10

  
  

  

  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
• Select week Term 1 Week 11

  Term 1 Week 11

  
  

  

  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
• Select week School Holidays

  School Holidays
• Select week School Holidays

  School Holidays
• Select week Term 2 Week 1

  Term 2 Week 1
  

  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
• Select week Term 2 Week 2

  Term 2 Week 2
  

  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
• Select week Term 2 Week 3

  Term 2 Week 3
  

  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?
  • 
    
  • learning facts about DNA. Drawing a diagram of a DNA double helix
  • 
    
  • Venn diagram of characteristics: sorting characteristics into the venn diagram whether they are determined by DNA or by environment
• Select week Term 2 Week 4

  Term 2 Week 4
  

  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
• Select week Term 2 Week 5

  Term 2 Week 5

  
  

  

  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
• Select week Term 2 Week 6

  Term 2 Week 6

  
  

  

  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
• Select week Term 2 Week 7

  Term 2 Week 7

  
  

  
  

  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
  • making oobleck
• Select week Term 2 Week 8

  Term 2 Week 8

  
  

  

  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
• Select week Term 2 Week 9

  Term 2 Week 9
  
  

  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

  Escape Room!
  In groups, you will try to solve the challenges as quickly as possible.
  
• Select week Term 2 Week 10

  Term 2 Week 10
  
  

  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

  
  
• Select week School Holidays

  School Holidays
• Select week School Holidays

  School Holidays
• Select week Term 3 Week 1

  Term 3 Week 1
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING what everything is made of

  
  
  Success Criteria: I can/have: 
  

  • recall the steps of the carbon cycle
    
  • define the terms combustion, respiration and photosynthesis
  • recall the steps of the nitrogen cycle

  
  

  Activities:

  • Lab safety rules recap
  • Researching and writing the definitions of photosynthesis, respiration, and combustion. 
  • Drawing a carbon cycle diagram and labelling it. 
  • Drawing a nitrogen cycle diagram and labelling it. 
  • Watch video: starting at 4:37
  • https://www.youtube.com/watch?v=Bn41lXKyVWQ 
• Select week Term 3 Week 2

  Term 3 Week 2
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Olympics by investigating the different forces & motion involved in various Olympic sports

  
  

  
  
  Success Criteria: I can/have: 

  • describe the difference between mass and weight
  • recall different types of forces
  • compare contact and non-contact forces

  
  

  Activities:

  • Video: 
  • Video: 
  • Design a creature that would live in a high gravity environment, and a creature that would live in a weak gravity environment. 
    
  • Measuring weight force of everyday objects
  • Videos: 

     

  • Drawing force diagrams
• Select week Term 3 Week 3

  Term 3 Week 3
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Olympics by investigating the different forces & motion involved in various Olympic sports

  
  

  
  
  Success Criteria: I can/have: 

  • recall different types of forces
    
  • compare contact and non-contact forces
  • compare unbalanced and balanced force diagrams

  
  

  Activities:

  • Drawing force diagrams for different Olympic sports
  • Comparing force diagrams when forces are unbalanced and when they are balanced
  • BrainPOP task on Forces
• Select week Term 3 Week 4

  Term 3 Week 4
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Olympics by investigating the different forces & motion involved in various Olympic sports

  
  

  
  
  Success Criteria: I can/have: 

  • recall different types of forces
  • compare unbalanced and balanced force diagrams

  
  

  Activities:

  • Drawing force diagrams for different Olympic sports
  • Video: 
  • Practical: Toy car down ramp of different surfaces
    
  • Making paper parachutes to test air resistance
• Select week Term 3 Week 5

  Term 3 Week 5
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to construct a poster so that we can demonstrate our knowledge of the materials used in the Olympics

  
  

  
  Success Criteria: I can/have: 

  • recall different types of forces
  • compare contact and non-contact forces
  • describe the force of friction in my own words

  
  

  Activities:

  • Drawing force diagrams for different Olympic sports
  • Defining friction and contact and non-contact forces
  • Starting a draft poster for Assessment 2
• Select week Term 3 Week 6

  Term 3 Week 6
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to construct a poster so that we can demonstrate our knowledge of the materials used in the Olympics

  
  

  
  Success Criteria: I can/have: 

  • recall different types of forces
  • compare contact and non-contact forces
  • describe the force of friction in my own words

  
  

  Activities:

  • Assessment 2: Forces in the Olympics
  • Making a draft poster
• Select week Term 3 Week 7

  Term 3 Week 7
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to construct a poster so that we can demonstrate our knowledge of the materials used in the Olympics

  
  

  
  Success Criteria: I can/have: 

  • recall different types of forces
  • compare contact and non-contact forces
  • describe the force of friction in my own words

  
  

  Activities:

  • Assessment 2: Forces in the Olympics
  • Making our final poster
• Select week Term 3 Week 8

  Term 3 Week 8
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to construct a poster so that we can demonstrate our knowledge of the materials used in the Olympics

  
  

  
  Success Criteria: I can/have: 

  • recall different types of forces
  • compare contact and non-contact forces
  • describe the force of friction in my own words

  
  

  Activities:

  • Assessment 2: Forces in the Olympics
  • Making our final poster
• Select week Term 3 Week 9

  Term 3 Week 9
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on resolving why some circuits fail to work
  • We are FOCUSING on deducing investigating the best citrus fruit to use to make a battery
  • We are FOCUSING on investigating current in series circuits

  
  

  
  

  Success Criteria: I can/have:

  • identify the symbols used to represent components in a circuit.
    
  • troubleshoot and find why some circuits do not work
  • carry out an investigation to measure voltage.
    
  • explain how a battery works using scientific keywords.

  
  

  Activities:

  • Drawing circuit symbols
  • Practical: Circuit fault finding stations around the classroom; at each table, identify the fault in the circuits
• Select week Term 3 Week 10

  Term 3 Week 10
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on resolving why some circuits fail to work
  • We are FOCUSING on deducing investigating the best citrus fruit to use to make a battery
  • We are FOCUSING on investigating current in series circuits

  
  

  
  

  Success Criteria: I can/have:

  • identify the symbols used to represent components in a circuit.
    
  • troubleshoot and find why some circuits do not work
  • carry out an investigation to measure voltage.
    
  • explain how a battery works using scientific keywords.

  
  

  Activities:

  • Drawing series and parallel circuit diagrams
  • Making a series circuit with different numbers of lamps and comparing their brightness.
• Select week School Holidays

  School Holidays
• Select week School Holidays

  School Holidays
• Select week Term 4 Week 1

  Term 4 Week 1
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING cuisines around the world by analysing the chemistry of food
  • We are EXPLORING the chemistry of food by investigating the main food groups
  • We are EXPLORING the chemistry of food by investigating how to use food labels to make healthy food choices.

  
  

  
  

  Success Criteria: 

  • I can identify the main food groups in different meals from around the world
  • I can recall why food labels are important
  • I can read a food label to get the information I need

  
  

  Activities:

  • Lab safety recap
  • MRS C GREN recap
  • Identifying the sources of carbohydrates, proteins, and fats in meals from around the world
  • Reading food labels and comparing the food labels of different foods
• Select week Term 4 Week 2

  Term 4 Week 2
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on chemical changes when food cooks
  • We are FOCUSING on the digestive system and how each organ is adapted to perform its function
  • We are FOCUSING on heat energy and solving how much energy is in different foods

  
  

  
  

  Success Criteria: 

  • I can create a meal plan based on a set of parameters
  • I can name the different organs in the digestive system and describe their function

  
  

  Activities:

  • Digestive system BrainPOP task
  • Label diagram of the digestive system
  • Nutrition BrainPOP task
  • Making a meal plan for a day for yourself that includes all of the carbs, protein, fat, and water you need. 
• Select week Term 4 Week 3

  Term 4 Week 3
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on chemical changes when food cooks
  • We are FOCUSING on the digestive system and how each organ is adapted to perform its function
  • We are FOCUSING on heat energy and solving how much energy is in different foods

  
  

  
  

  Success Criteria: 

  • I can create a meal plan based on a set of parameters
  • I can name the different organs in the digestive system and describe their function

  
  

  Activities:

  • Finishing work from last week. 
• Select week Term 4 Week 4

  Term 4 Week 4
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on chemical changes when food cooks
  • We are FOCUSING on the digestive system and how each organ is adapted to perform its function
  • We are FOCUSING on heat energy and solving how much energy is in different foods

  
  

  
  

  Success Criteria: 

  • I can identify the parts of the digestive system and explain what each part does. 
  • I can explain how the small intestine is adapted to carry out it’s function.
  • I can define heat energy
  • I can explain how heat energy is transferred

  
  

  Activities:

  • Digestive system crossword
  • Putting the stages of digestion in the correct order
  • Writing the te reo Māori words for scientific words related to heat energy
  • Think-Pair-Share on how heat energy is transferred
  • Summarising conduction, convection, and radiation
  • Practical: placing plastic, metal, and wooden spoons in hot water and testing which material can conduct heat
• Select week Term 4 Week 5

  Term 4 Week 5
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on chemical changes when food cooks
  • We are FOCUSING on the digestive system and how each organ is adapted to perform its function
  • We are FOCUSING on heat energy and solving how much energy is in different foods

  
  

  
  

  Success Criteria: 

  • I can write an aim, hypothesis, and method in a scientific report

  
  

  Activities:

  • Energy in food investigation: writing aim, hypothesis, method, variables.
  • Burning different foods and measuring the energy produced.  
• Select week Term 4 Week 6

  Term 4 Week 6
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on explaining how light travels to our eyes in straight lines
  • We are FOCUSING on understanding how mirrors reflect light, and how they can help us see objects

  • We are FOCUSING on heat energy and solving how much energy is in different foods

  
  

  
  

  Success Criteria: 

  • I can write a conclusion in a scientific report
  • I can demonstrate that light travels in a straight line.
  • I can create a model to show how light travels from a light source to our eyes, or to an object and then our eyes.
  • I can explain how we see things.
  • I can explain how light is reflected.
  • I can measure the angles of incidence and reflection.
  • I can use my understanding of reflection to create a working periscope.

  
  

  Activities:

  • Energy in food investigation: writing conclusion.
  • Modelling light travelling in straight lines using yarn
  • Making a periscope
• Select week Term 4 Week 7

  Term 4 Week 7
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING investigating how refraction changes the direction in which light travels.

  
  

  
  

  Success Criteria: 

  • I can understand how light is refracted.
  • I can investigate the effects of refraction.
  • I can understand the way refraction alters the direction of light.

  
  

  Activities:

  • Refraction practical: viewing an arrow through a glass of water and making observations.
  • Using light boxes to see how light changes when it goes through different shapes.
• Select week Term 4 Week 8

  Term 4 Week 8
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING investigating how refraction changes the direction in which light travels.
  • We are EXPLORING waves by connecting how different waves transfer energy

  
  

  
  

  Success Criteria: 

  • I can name an example of a transverse and a longitudinal wave.
  • I can describe the direction of energy transfer in different waves.
  • I can compare the properties of transverse and longitudinal waves.

  
  

  Activities:

  • Card sort: longitudinal or transverse wave?
  • Investigating wave properties
  • Making waves with different materials
  • Reading comprehension tasks on google classroom
• Select week Term 4 Week 9

  Term 4 Week 9

  Holiday crafts and prize giving.