7F1 Science
Weekly outline
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Opened: Monday, 8 April 2024, 8:00 AMDue: Friday, 12 April 2024, 3:00 PM
For the purpose of this assessment students will design a brochure that include the habitat and adaptations of their chosen animal.
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Welcome to Year 7 Science. I hope you have had a wonderful break and are ready to adventure with me on an exciting year exploring the world of science.
My name is Mrs Roodt -
Term One, Learning Context
Our Year 7 learning context this term is Kainga wai wai (which means our home in Māori). Since we all belong to Forest Whānau, we will learn about our native forest and bush. I wonder how much you already know? During our learning, we will also have to write down our learning intentions in our science exercise books that will be stored behind the whiteboard in F10.
What are learning intentions?Learning intentions help us know what we should know or be able to do at the end of the learning that we may not have known or couldn't do before.
Learning Attention - “I can…”
Describe what science is about
List basic science lab rules
Describe what we are learning this term
State what Kainga wai wai means
Resource: Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4)
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Learning intentions: We are learning to
- Explain living things in forest habitats
- Explain how living things respond to changes in their environment
Success criteria: I can- Describe a New Zealand forest
- Describe the term biodiversity
Resource: Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are learning to
- Explain living things in forest habitats
- Explain how living things respond to changes in their environment
Success criteria: I can- Learn about extinct types of animals that once lived in New Zealand
- Recognise changes undergone by species (especially those of Aotearoa) over long periods of time.
Resource: Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are learning to
- Explain living things in forest habitats
- Explain how living things respond to changes in their environment
Success criteria: I can- State percentage of land covered in New Zealand forests and how this has changed
- Understand there are two main types of forest in New Zealand and how they came about
- Describe a New Zealand forest
Resource: Write-on Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are to explain
- New Zealand Glowworms
Success criteria: I can...- Describe the New Zealand glowworm
- State that it isn't a worm but an insect
- Describe its features, habitats and where it is found in New Zealand
- Describe the life cycle
- Describe how it catches prey and its predation
Resource: Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Camp Adair - Hunua Ranges
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Learning intentions: We are learning to...
- explain Aotearoa's native animals
- discuss the habitat, food chain, adaptation and gestation of specific native animals
Success criteria: I can......- Design a brochure about the habitat, food chain, adaptation and gestation of my chosen NZ native animal.
Resource: Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are learning to...
- explain Aotearoa's native animals
- discuss the habitat, food chain, adaptation and gestation of specific native animals
Success criteria: I can......- Design a brochure about the habitat, food chain, adaptation and gestation of my chosen NZ native animal.
Resource: Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are learning to...
- explain Aotearoa's native animals
- discuss the habitat, food chain, adaptation and gestation of specific native animals
Success criteria: I can......- Design a brochure about the habitat, food chain, adaptation and gestation of my chosen NZ native animal.
Resource: Write-on Google Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
Learning intentions: We are learning to.....
- recognise that all living things have certain requirements so they can stay alive.
Success criteria: I can......
Identify the 7 life processes of living things
Differentiate between living and nonliving
Explain that living things have adaptations according to their environment
Activities: Classroom resource (https://classroom.google.com/c/NjU0NjkyODUyNDY4) -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the taonga of the Earth by researching the impact of humans on Earth
Success Criteria: I can/have:
- examine arguments in support of and in opposition to space exploration.
- discuss why space exploration could be considered to be unethical
- explain how space exploration is relevant to climate change on Earth.
Activities:
- Discussing what it means to give up on something
- Discussing whether people are giving up on Earth by exploring space by reading opinions on either side of the argument
- Writing a persuasive letter that can persuade a reader to agree with my opinion on whether we are giving up on Earth
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the taonga of the Earth by researching the impact of humans on Earth
Success Criteria: I can/have:
- objectively comment on some aspects of human behaviour.
- discuss how human behaviour relates to and impacts climate change.
- study and compare data on carbon footprints.
- consider how resources on Earth are not used and shared equally.
Activities:
- Discussion: is there life on other planets?
- Think, Pair, Share: How could you make sure that you are proud of your actions on Earth while our climate is changing?
- Think, Pair, Share: Looking at the carbon footprints of five countries and matching each average carbon footprint to the country that you think it represents.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
Success Criteria: I can/have:
- describe the structure of a volcano.
- locate some of the major volcanoes on a world map.
Activities:
- Prior knowledge evaluation on the structure of the Earth by doing a quiz
- Discussion on the Ring of Fire, which New Zealand is part of
- Making Volcano top trump cards
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
Success Criteria: I can/have:
- Make models of a volcano
Activities:
- Making a model volcano with playdough
- Making a model volcano with papier mache
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
Success Criteria: I can/have:
- Make models of a volcano
Activities:
- Making a model volcano with papier mache
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the taonga of crystals and fossils
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the taonga of the earth by researching volcanoes and where on Earth they are found
Success Criteria: I can/have:
- Make models of a volcano
- recall the names of prehistoric creatures which are now found as fossils in present day
Activities:
- Making our volcanoes erupt with baking soda, vinegar, and food colouring.
- Watching a documentary on how the Earth has changed over time
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the taonga of crystals and fossils
Success Criteria: I can/have:
- recall the names of prehistoric creatures which are now found as fossils in present day
- discuss how crystals form
Activities:
- Watching a documentary on how the Earth has changed over time
- Crystals BrainPOP
- Making sugar crystals
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the rock cycle and its importance to Aotearoa
Success Criteria: I can/have:
- describe the different types of rocks
- describe how rocks form
Activities:
- BrainPOP task on types of rocks
- There are three different kinds of rock: Sedimentary, Metamorphic and Igneous. Task: Complete your tables on each of the different types of rocks by sending each member of your group up to have a look at the information sheets for 30 seconds each.
- Writing vocabulary list for words related to the rock cycle
- Making salt dough fossils
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the taonga of crystals and fossils
Success Criteria: I can/have:
- describe the different types of rocks
- describe how rocks form
Activities:
- Matching dominoes: match vocab word with the definition
- rock cycle vocabulary charades
- drawing a diagram of the rock cycle in your book
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to complete Matariki activities so that we can promote the celebration of Matariki
Success Criteria: I can/have:
- create a 3D model
- read a passage and extract the required information
Activities:
- 3D star craft
- Matariki fact finding activity
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