7M2 Science
Weekly outline
-
Kia Ora ākonga!
Welcome to your Pūtaiao (science) course page for 2023. My name is Ms. Katafono and I will be your Science kaiako (teacher) this year. This page is where you will find all the information you will require for your Science course. All tasks and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week to ensure you are up to date. This term we will be focusing on the context: Whakawhanaungatanga and we will be looking at how different species work together to have good relationships and co-exist. We will be collaborating with Maths.
Your kaiako here in the Maunga (Mountains) whānau hope that your year at MHJC will be full of fun and challenging activities that will see you grow as a learner. Enjoy this year and if there are any queries do come see me or feel free to email me - mkatafono@mhjc.school.nz -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our context of whakawhanaungatanga by learning to work safely and responsibly in the lab with our group members
- We are EXPLORING our context of whakawhanaungatanga by understanding our roles within our group when conducting an experiment
I am an active learner as I know what I need to learn, where I am with that learning and what my next learning steps are:
- Emerging:
- I know what I am learning and why
- I can use evidence to identify where I am with my learning
- I can use evidence to identify my next learning steps
- Growing:
- I can describe what I am learning and why, using our shared language for learning; GREAT Ako
- I can use evidence to describe where I am with my learning
- I can use evidence to plan and take my next learning steps
kia ora ākonga,
Plan for the next 2 weeks is as follows:
Monday: TOD
Wednesday/ Thursday: Scientific summer writing
Week 3:
Monday: Title page, context brainstorming, Flip grid lab safety video tour on PPE and Hazards in our lab
Wednesday: How to write your observations like a scientist ( notes and video)
Thursday: Colour challenge experiment
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct different adaptations so that we can survive in different habitats
- We are PLANNING to get data from our experiment so we can practise creating accurate scientific graphs
W4:
Paearu Angitu / Success Criteria: I can/have...
- Identify if something is alive or not by using MRSGREN
- I can describe what MRSGREN stands for
Hei Mahi / Activities:
- MRSGREN experiment - is it alive?
W5:
Paearu Angitu / Success Criteria: I can/have...
Understand what the word adaptation means
Know the difference between structural adaptations and give some examples of these.
Activities:
- Bird beak adaptation experiment
- Bar graph skills
-
Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... ecosystems by observing, measuring and analysing data from our local environment to understand how plants + animals interact with each other
- We are EXPLORING... adaptations of plants + animals by exploring and modelling their features / behaviours to discover how they are suited to their particular habitat
Enter text here...
Kia ora...
Paearu Angitu / Success Criteria: I can/have...
-You will be able to discuss some ways in which animals and plants are adapted to live in cold, dry climates
-Describe habitats and how they are suited to specific organisms and their adaptations.
-Understand what abiotic and biotic factors are
Hei Mahi / Activities:
- Cold climates activity and scientific literacy on googleclassroom
- Ngāhere forest visit to make observations on abiotic and biotic factors and use a scientific method to note these.
-
Enter text here...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct different adaptations so that we can survive in different habitats
- We are PLANNING to get data from our experiment so we can practise creating accurate scientific graphs
- We are PLANNING to design different food chains linked to different habitats so we can demonstrate our understanding of the relationships that exist within an ecosystem
Enter text here...
Paearu Angitu / Success Criteria: I can/have...
- I can identify what animals eat
- I can identify what might eat a particular plant or animal
- I can draw/represent a food chain with the arrows pointing the correct way
- I understand what producers, primary and secondary consumer
- I can use key vocabulary - carnivore, herbivore, omnivore, predator and prey
- I can accurately describe a complete food chain
Hei Mahi / Activities:
- Food chain experiment
- Ngāhere visit to observe ecosystem
Week 8 :
You are at CAMP. Have fun!!
-
Enter text here...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to construct a food web from our collected data so that we can... visually present how an ecosystem requires support from all the things living in it
Enter text here...
You are working on your science and Maths Assessment for the next 2 weeks. You should have collected data from Camp, otherwise we will be pulling this out in Wānanga Wednesday if you didn't manage to do this.
Link for your assessment is up at the top of MHOL. Please turn your work on here AND Google classroom
-
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING and critiquing the purpose of the movie Lorax and identifying the problems/issues here and how it relates to our learning. We are looking at the implications in this movie and using this to assess what is currently happening in our own local community and how we can challenge others to improve the habitats of living organisms and their ecosystems.
Enter text here...
Kia ora...
Paearu Angitu / Success Criteria: I can/have...
- Understand how the movie lorax relates to our topic of Ecology
- Reflect on the concepts shown in the movie and link it to our learning
Hei Mahi / Activities:
- Brainpop activity ( on Monday - relief)
- Lorax movie and worksheet - Wednesday and Thursday
- If time - Magic school bus
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
