Weekly outline

  • General

    Collapse all Expand all

  • Week 1

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING how and why New Zealand's Biodiversity is unique and the importance of keeping New Zealand safe.We are EXPLORING threats to New Zealand biodiversity and investigating what measures are being taken to minimize these threats relative to plants, animals and viruses/bacteria.

    Enter text here...

  • Week 2 February 5 to 11

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING how and why New Zealand's Biodiversity is unique and the importance of keeping New Zealand safe.We are EXPLORING threats to New Zealand biodiversity and investigating what measures are being taken to minimize these threats relative to plants, animals and viruses/bacteria.

    Enter text here...

    Biodiversity & Border Security in New Zealand


    Success Criteria

    • Students will gain a basic understanding of the topic of biosecurity and the many threats that it involves from insects and animals to bacteria and viruses and by the end of the week will be able to recount at least one significant threat from each of these three categories.


    • Assignment icon
      Week 2: Biodiversity & Border Security Assignment
      Opened: Tuesday, 6 February 2024, 12:00 AM
      Due: Tuesday, 13 February 2024, 12:00 AM

      Success Criteria

      • Students will gain a basic understanding of the topic of biosecurity and the many threats that it involves from insects and animals to bacteria and viruses and by the end of the week will be able to recount at least one significant threat from each of these three categories.


  • Week 3

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING how and why New Zealand's Biodiversity is unique and the importance of keeping New Zealand safe.We are EXPLORING threats to New Zealand biodiversity and investigating what measures are being taken to minimize these threats relative to plants, animals and viruses/bacteria.

    Enter text here...

    Success Criteria: 

    Students will become familiar with the threat to New Zealand from insects. By the end of the week students will be able to identify at least one major insect threat and explain the economic impact.



  • Week 4

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING how and why New Zealand's Biodiversity is unique and the importance of keeping New Zealand safe.We are EXPLORING threats to New Zealand biodiversity and investigating what measures are being taken to minimize these threats relative to plants, animals and viruses/bacteria.

    Enter text here...

    Biosecurity 

    Success Criteria: 

    By the end of the week students will be able to describe the threat to the New Zealand environment by the possum and at least two efforts that are underway to mitigate this threat.


  • Week 5

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    We are EXPLORING how and why New Zealand's Biodiversity is unique and the importance of keeping New Zealand safe.We are EXPLORING threats to New Zealand biodiversity and investigating what measures are being taken to minimize these threats relative to plants, animals and viruses/bacteria.

    Enter text here...

    Success Criteria

    By the end of the week students will become familiar with a major invasive plant species, be able to identify it, know how to eradicate it, and be able assess the damage it causes to the Kiwi environment.


  • Week 6: Pest Poster Project

    Success Criteria: 

    By the end of week seven students will become familiar with a specific invasive species that is considered a major threat to New Zealand’s biosecurity and recount it’s origin, the harms that it poses to the ecosystem, and actions that are being taken to reduce or eliminate its presence.


  • Week 7 Year 8 Assessment on Biosecurity & Diversity

    Please follow the instructions and ask questions if you are unsure.  The assessment is due Friday of Week 9.  It must be completed as a Google Doc. 


  • Week 8 Global

    Invasive species & border security assessment continued

  • Week 9

    Assessment due this week by Thursday 3:00 PM.

  • Week 10

    Success criteria:  

    By the end of the week stduentrs will be able to recount key features of 3 current events that we will be working on in class including video game addiction, solar storms affecting on earth, and the impact of video gaming on students your age.



  • Week 11

    Poster Project Continued

    Lessons 1: Students will complete their presentations and have them ready by lesson 2 & 3– at which time they will be presenting in class.


  • 15 April - 21 April

  • 22 April - 28 April

  • T2 Week 1

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & investigating the early Maaori economy

    Enter text here...

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...
    • We are EXPLORING...
    • We are EXPLORING...

    Enter text here...


    Early Settlement & the Early Maori Economy

    Success Criteria:

    By the end of the week students will be able to recount and describe several different items that Maori and Europeans traded for and their usefulness.  


  • T2 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & investigating the early Maaori economy
    The Early Maori Economy

    Success Criteria:

    By the end of this week students will be able to recount three key features of the whare, the hakari, a pa, Maori traders, and early Maori gardens.



  • T2 Week 3

    Enter text here...

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & investigating the early Maaori economy

    Enter text here...

    Success Criteria:

    By the end of the week students will be able to define the 3 key principles of economics and be able to differentiate between a need and a want.

     


  • T2 Week 4

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING 

      4-6 FOCUS on identifying & describing major innovations associated with specific Kiwi ethnic groups

    Success Criteria:  

    By the end of the week students will be able to recount several different ways that Māori and Pacifica peoples have contributed to the economy of New Zealand through invention. 

  • T2 Week 5

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying & describing major innovations associated with specific Kiwi ethnic groups





    Enter text here...


    Success Criteria: 

    By the end of the week students will be able to recount at least 3 significant aspects of a Kiwi invention based on their own research.   


    There is no attached document this week as students will be giving their presentations.

  • T2 Week 6

    Enter text here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying & describing major innovations associated with specific Kiwi ethnic groups


    Success Criteria: 

    By the end of the week students will become familiar with eight different ways that New Zealanders have contributed to humanity through invention and they will able to recount the key features of three different inventions.



  • T2 Week 7

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can prepare & produce a series of mini-reports of key Kiwi inventors and innovators.


    Success Criteria: 

    By the end of the week students will become familiar with four different ways that New Zealanders have contributed to humanity through invention, and they will be able to recount the key features of two different inventions.


  • T2 Week 8: Kiwi Inventioin & Innovation

    Enter text here...

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can prepare & produce a series of mini-reports of key Kiwi inventors and innovators.



  • T2 Week 9

    Success Criteria: Students will create a collaborative Powerpoint on a famous Kiwi invention and inventor and will be able to recount a basic description of the invention and its practical use. 

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on your chosen Kiwi inventor/innovators in the form of a slide presentations


    Students will work in groups of between two and four to create a Powerpoint presentation on one of the famous Kiwi Inventions that we have covered in class..  They will be limited to no more than 12 slides and will cover the following areas:  1) A brief background of the inventor, 2) a description of the invention, and 3) what practical use it performs in relation to what already existed, and 4) a final slide that lists 3 key takeaways in the form of dot-points about your case study that students will write into their red books. 

    Your presentation will be limited to 10-minutes maximum.  You will present during lessons 2 and 3 of Week 10.  

  • T2 Week 10

    Enter text here...

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on your chosen Kiwi inventor/innovators in the form of a slide presentations

    Enter text here...

  • 8 July - 14 July

  • Term 3 Week 1

    Success Criteria:  Students will become familiar the major volcanic eruptions in recent memory and be about to recount the steps one can take to survive such an event. 



  • Term 3 Week 2

    Success Criteria:  

    Students will become familiar the Tangiwai Rail disaster and be about to recount what led to the event and how it could have been prevented.


  • Term 3 Week 3

    Success Criteria

    Students will become familiar with key scientific evidence that supports the idea that human-created CO2 in the earth’s atmosphere is responsible for global warming and that it is an imminent threat to humanity. Students will be able to identify who Roger Revelle is and why his research is so significant.



  • Term 3 Week 4 - Tsunami!

    Success Criteria:

    Students will be able to recount a basic  definition of what constitutes a Tsunami,  what causes them, and how to best  protect themselves in the event one  occurs.  


  • Term 3 Week 5

    Success Criteria: 

    By the end of the week students will be able to  recount at leave 4 different cultural traditions  among the San people that have allowed them to  survive in the desert.


  • Term 3 Week 6

    Success Criteria: 

    By the end of the week students will be able to recount at least one key feature of San religion, culture, hunting and food gathering traditions, and how they view each other within the group. 



  • 26 August - 1 September

  • Term 3 Week 7 - Assessment


    Please follow the instructions and if you have questions ask your teacher. 

  • Term 3 Week 8

    We are working on your Survival Assessment all week.  It is due at the end of week 9.  

  • Term 3 Week 9

    Studsents will continue working on their assessment.  

  • Term 3 Week 10

    This week students will work on their brochures.

  • 30 September - 6 October

  • 7 October - 13 October

  • Term 4 Week 1: Postcards from the Edge of the World

    Success Criteria:

    Students will be able to recount several key cultural and geographical features of their chosen location.


  • Term 4 Week 2: Postcard/Fact Sheets

    Success Criteria:

    Students will be able to recount several key cultural and geographical features of their chosen country following the model examples provided in class. 

    *Remember you will be presenting to the class during Week 4.  



  • Term 4 Week 3

    Success Criteria:

    Students will be able to recount several key cultural and geographical features of their chosen country following the model examples provided in class. 

    *Remember you will be presenting to the class during Week 4.  


  • Term 4 Week 4 - Student Projects Continued

    Success Criteria:
    Students will be able to recount several key cultural and geographical features of their chosen country following the model examples provided in class.
     
    *Remember you will be presenting to the class during Week 5.

  • Term 4 Week 5 - Stuent Presentations

    Success Criteria:
    Students will be able to recount several key cultural and geographical features of their chosen country following the model examples provided in class.
     

  • Term 4 Week 6

    Success Criteria:  

    By the end of the lesson students will be able to describe the at least three reasons why ultra-processed foods are harmful to human health, if vaccines cause autism, and how a flipping of the magnetic poles is expected to impact life on earth.