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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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining how matter can exist in three states
Success Criteria: I can/have:
- define matter
- state the three states of matter
- compare and contrast the three states of matter
- identify the arrangement of particles in the three states of matter
Activities:
- lab safety recap
- identifying types of matter in the classroom
- identifying the properties of the three different states of matter
- writing a Matter Haiku
- drawing diagrams of the three states of matter as a particle model
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining how matter can exist in three states
Success Criteria: I can/have:
- list the names for the changes between states of matter
- describe what happens when matter changes between different states
Activities:
- Changing states practical using hot plates and ice
- Drawing diagram of changing states of matter
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining how matter can exist in three states
- We are FOCUSING on defining how plastics are used in the Olympics
Success Criteria: I can/have:
- Give examples of different ways in which we use plastic, including in the Olympics and in everyday life.
Activities:
- Class discussion of when plastics are used in the Olympics
- Identifying plastics used in different sports in the Olympics
- BrainPOP task about plastics
- Drawing graphs of our results from our changing states of matter experiment
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining how plastics are used in the Olympics
- We are FOCUSING on defining how metals are used in the Olympics
Success Criteria: I can/have:
- Give examples of different ways in which we use plastic, including in the Olympics and in everyday life.
- Give examples of different ways in which we use metal, including in the Olympics and in everyday life.
Activities:
- Class discussion of when metals are used in the Olympics
- Identifying metals used in different sports in the Olympics
- Experiment: heat conductive properties of metals, plastic, and wood.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING technological advancements in sports of the Olympics by researching materials, equipment, performance clothing, measuring performance & protective gear
Success Criteria: I can/have:
- Give examples of different ways in which we use plastic, including in the Olympics and in everyday life.
- Give examples of different ways in which we use metal, including in the Olympics and in everyday life.
- Identify the characteristics and properties of different materials.
Activities:
- Experiment testing the electrical conductivity of different materials, including metals, plastic, wood.
- Starting assessment 2 by planning out our poster on A4 paper before moving to A3
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct a poster that demonstrates our knowledge of the materials used in the Olympics
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the physical and chemical properties of different materials
Success Criteria: I can/have:
- Identify the content of a material based on how/if it burns.
- Recall the physical and chemical properties of different materials
Activities:
- We will be burning different materials to test how they respond to fire.
- Recapping the physical and chemical properties of metal, wood, and different fabrics.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct a poster that demonstrates our knowledge of the materials used in the Olympics
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the physical and chemical properties of different materials
Success Criteria: I can/have:
- Identify the content of a material based on how/if it burns.
Activities:
- Assessment 2: Materials in the Olympics
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the physical and chemical properties of different materials
Success Criteria: I can/have:
- Identify the content of a material based on how/if it burns.
Activities:
- Assessment 2: Materials in the Olympics
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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
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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.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
FOCUS / ARONGA learning intentions:
- We are FOCUSING on light by investigating current and voltage in parallel circuits with bulbs
Success Criteria:
- I can identify the symbols used to represent components in a circuit.
- I can draw circuit diagrams
- I can identify the differences between series and parallel circuits.
- I can draw and construct a parallel circuit from a description
Activities:
- Lab safety recap lesson: lab safety rules and hazard symbols
- Electricity recap lesson: circuit symbols, drawing circuit diagrams for series circuits
- Drawing and then building parallel circuits
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
FOCUS / ARONGA learning intentions:
- We are FOCUSING on light by investigating current and voltage in parallel circuits with bulbs
Success Criteria:
- I can identify the symbols used to represent components in a circuit.
- I can draw circuit diagrams
- I can identify the differences between series and parallel circuits.
- I can draw and construct a parallel circuit from a description
Activities:
- Drawing circuits
- Designing a circuit for a dream house
- Watching Bill Nye video on electricity and static electricity
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on light by investigating the resistance of bulbs in a circuit
Success Criteria:
- I can recall the definition of resistance.
- I can carry out an investigation to determine how changing a variable can affect the resistance in a wire
Activities:
- Circuit symbol bingo
- Resistance investigation practical: using an ammeter to measure the resistance in circuits with different lengths of copper wire.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
- We are EXPLORING physical phenomena by experimenting with magnetism and its effects
FOCUS / ARONGA learning intentions:
- We are FOCUSING on light by investigating the resistance of bulbs in a circuit
Success Criteria:
- I can recall the definition of resistance.
- I can carry out an investigation to determine how changing a variable can affect the resistance in a wire
Activities:
- Reading comprehension tasks on Google classroom: electricity and magnetism
- BrainPOP task on electricity
- Testing whether materials are magnetic.
- Creating a compass
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a periscope and to build a simple musical instrument so that we can be innovative with our knowledge of light and sound
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
Success Criteria:
- I can construct a working electromagnet.
- 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:
- Building an electromagnet.
- Modelling light travelling in straight lines using yarn
- Making a periscope
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining how light travels to our eyes in straight lines
Success Criteria:
- I can demonstrate that light travels in a straight line.
- I can explain how we see things.
- I can explain how light is reflected.
Activities:
- Creating a poster that displays our knowledge of colour and light
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
Success Criteria:
- I can label the parts of the ear
- I can describe how the ear allows us to hear sound waves
- I can recall that sound travels in waves and that when the wave changes, the sound we hear changes
Activities:
- Making a string telephone
- Labelling diagram of an ear
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Diwali by investigating light and sound energy
Success Criteria:
- I can draw sound waves and calculate their frequency
- 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:
- Practical: making waves with different materials
- Wave matching activity
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Prizegiving
