7M1 Science
Weekly outline
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Kia ora koutou!
Ko Hunter te whānau
Ko Simcoe, Canada te whenua tupu
Ko Ms Hunter toku ingoa
Welcome to Science!
Our classes are on Tuesday, Thursday and Friday.
Please meet in F9 on Thursdays but otherwise we are in M11.
You can e-mail me at chunter@mhjc.school.nz if you have any questions.
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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
Paearu Angitu / Success Criteria: I can/have...
- Define ecosystems and discuss their components
- Explored different types of ecosystems (desert, arctic, marine, grassland, etc.)
- Differentiate between living and non-living factors in ecosystems
- Collect data in the school's ecosystem about the biotic + abiotic factors
- Keywords ecosystem, abiotic, biotic, habitat, community, population
Hei Mahi / Activities:
- Classifying different ecosystems - making murals to visualise biotic and abiotic factors
- Literacy - 'City of Bugs' article + questions from the Connected Series
- Group work - collect data about our school ecosystem
Mahi Kāinga / Homework: Finish your scientist drawing
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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
Paearu Angitu / Success Criteria: I can/have...
- Use a quadrat to collect data from a range of locations + draw conclusions about populations + communities
- Explored bird beak adaptations
- Compare different types of adaptions to understand how plants and animals are suited to their habitat
- Keywords: adaptation, food chain, types of consumers
Hei Mahi / Activities:
- Hands-on: Use quadrats to collect data in the classroom + the school forest, bird beaks adaptations, make a "Cootie catcher" to share adaptations of different animals/ecosystems
- Literacy: Duck Tales article (Google Classroom)
- Digital: Magic School Bus video on habitats
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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...
Paearu Angitu / Success Criteria: I can/have...
- Define and compare producers, omnivores, carnivores, herbivores and top predators
- Describe how producers, consumers and decomposers are linked in an ecosystem
- Keywords: producer, consumer, carnivore, omnivore, herbivore, top predator, decomposer
Hei Mahi / Activities:
- Hands-on: Use photos to identify + compare the types of consumers in different ecosystems, identify types of consumers in our local ecosystem
- Literacy: Word search for new science terms + cloze activity
- Digital: EdPefect "Food Chains", Blooket
- In-class notes: Google Slides
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FOCUS / ARONGA learning intentions:
- We are FOCUSING... on identifying what lives in Camp Adair and/or the local ngahere so we can explain how they work together to make a healthy ecosystem and describe what may happen if one of these things were removed
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**Week 8 we were at camp for Thursday +Friday lessons
Paearu Angitu / Success Criteria: I can/have...
- Draw food chains using photos of NZ plants + animals
- Read food webs from different ecosystems to identify food webs
- Explain how types of consumers interact in different ecosystems
- Collected scientific data at camp
- Keywords: food chain, types of consumers
Hei Mahi / Activities:
- Hands-on: Food chain game, Collect data at camp
- In-class: Draw food chains using photos + online examples (refer to Google Classroom)
- Digital "Food Webs" activity and feeding game on BrainPop
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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
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Paearu Angitu / Success Criteria: I can/have...
- Create simple food webs from collected data
- Explain how living things can positively interact in an ecosystem
Hei Mahi / Activities:
- Hands-on: Create a food web using photos of NZ waterways (link to VR session with Peter Blake)
- Digital: Blooket
- Assessment work: Use data from camp to complete the assessment task
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Opened: Tuesday, 9 April 2024, 11:00 AMDue: Friday, 12 April 2024, 1:00 PM
You will use data from camp to describe a different habitat and create a simple food web.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the Māori lunar calendar to discover and make connections to planting
- We are EXPLORING... the moon by taking observations and researching the moon's features
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Paearu Angitu / Success Criteria: I can/have...
- Describe the surface of the moon + describe how meteorites have created these features
- Compare cultural stories + myths to learn how different cultures have their own interpretation of the moon's appearance
- Brainstorm + write a moon myth
Hei Mahi / Activities:
- Literacy activities: Read "Night Light" article to uncover basic moon facts, "Manned Missions" reading passage to identify locations of landed Apollo missions, write our own moon myths
- Practical: investigate how meteorites of different sizes have affected the moon's surface,
- Hands-on: moon phases with oreos, role play to make moon phases
- Digital activities: BrainPop "Moon Phases" - video, quiz, challenge + 2 related readings
- Class notes: Google Slides
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the Māori lunar calendar to discover and make connections to planting
- We are EXPLORING... the moon by taking observations and researching the moon's features
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Paearu Angitu / Success Criteria: I can/have...
- Identify + describe the phases of the moon (new moon, waxing moon, half moon, waning moon, full moon)
- Create a phases of the moon resource for home
- Make connections between the moon phases and the calendar month
- Extension: Research + report on one famous solar eclipse
Hei Mahi / Activities:
- Practical: plant seeds, investigate movement of water in plants using celery
- Hands-on: moon phases with oreos, role play to make moon phases
- Class notes: Google Slides
- Extension: research + reporting on solar eclipses
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the Māori lunar calendar to discover and make connections to planting
- We are EXPLORING... the moon by taking observations and researching the moon's features
Paearu Angitu / Success Criteria: I can/have...
- Explain how the moon is linked to planting
- Label simple plant + animal cells to compare how they grow
- Use a microscope to view cells with the human eye
- Investigate photosynthesis to understand the conditions required for plants to grow
- Create a lunar calendar for planting
Hei Mahi / Activities:
- Literacy: Cell parts comic: reading + interpreting data
- Hands-on: Microscope work to view + compare plant + animal cells, create your own maramataka to use for your own garden
- Classnotes: parts of the cell
- BrainPop: Cells + their parts
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on selecting the best dates to plant by explaining how maramataka is linked to the whenua
- We are FOCUSING... on identifying and describing what plants require to grow via photosynthesis
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Paearu Angitu / Success Criteria: I can/have...
- Identify + label parts of plant and animal cells (cell membrane, cell wall, chloroplast, mitochondria, nucleus, cytoplasm, vacuole)
- Compare the difference between plant + animal cells
- Write simple observations to describe how water moves through plants
- Write the equation for photosynthesis + identify what's required for plants to grow
Hei Mahi / Activities:
- Kaitiakitanga: Trees for Survival weeding + planting our own microgreens
- Literacy: cell part definition matching, crossword puzzle for the parts, taking observations using the celery activity
- Hands-on: building model cells
- Practical: Explore water movement within a cell using celery, use the microscopes to view celery cells
- Classnotes: introduction to photosynthesis
Mahi Kāinga / Homework:
Keep watering your microgreens -
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to design and construct wakas, parachutes + glides so that we can...share our understanding of how physics is involved in transport
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on selecting the best dates to plant by explaining how maramataka is linked to the whenua
- We are FOCUSING... on identifying and describing what plants require to grow via photosynthesis
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These were very disrupted weeks!
Week 9 - No class due to cross country + public holiday
Week 10 - No class Tuesday due to assembly
Introduction to Term 3 Context - Flight
- Design + test paper airplane designs
- Reflect on designs that were more/less successful
- Brainstorm what we know about flight
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the physics of aircraft (and waka later in the term) through experimentation and research to design and build models
- We are EXPLORING our context of Tupuānuku and Tupuārangi by observing the designs of gliders, manu tukutuku and wakas to investigate how different forces help them move
Learning Intention: Explore the physics of aircraft (and waka later in the term) to design and build models
Paearu Angitu / Success Criteria: I can/have...
- Classify fly and non-flying items
- Identify and compare basic forces (weight, lift, drag, thrust)
- Describe the effect of forces by building a virtual plane
- Create an image of a futuristic flying object that depicts the forces acting upon it
- Explain how flight and aircraft designs have evolved over time
Hei Mahi / Activities:
- BrainPop: Forces movie, quiz + related reading activities
- Hands-on / Exploratory: Virtual plane simulation, Creating a futuristic flying object (drawing)
- Literacy: Answer the questions related to the virtual plane simulation, reading activity (Lift and Thrust in Different Aircraft), People in Flight reading + creating a timeline
Mahi Kāinga / Homework:
This work should be complete before the end of Week 2. All resources are posted in Google Classroom -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the physics of aircraft (and waka later in the term) through experimentation and research to design and build models
- We are EXPLORING our context of Tupuānuku and Tupuārangi by observing the designs of gliders, manu tukutuku and wakas to investigate how different forces help them move
Learning Intention: Explore the physics of aircraft (and waka later in the term) to design and build models
Paearu Angitu / Success Criteria: I can/have...
- Describe how air takes up space and exerts pressure
- Explored how air has weight (even though we can’t see it!)
- Explain why air expands and contracts when heated
- Investigate how wing design influences the movement of air
- Investigate how to increase thrust to make an airplane move further
Hei Mahi / Activities:
- Demonstrations: Balloon in a bottle, the weight of air, expanding air
- Hands-on activities: Curving air and streamlined wings activities, building airplanes with launchers
- In-class: recap forces + take up questions from Week 1+2 work
Mahi Kāinga / Homework:
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...the physics of aircraft (and waka later in the term) through experimentation and research to design and build models
- We are EXPLORING our context of Tupuānuku and Tupuārangi by observing the designs of gliders, manu tukutuku and wakas to investigate how different forces help them move
Learning Intention: Explore the physics of aircraft to design and build models in technology
Paearu Angitu / Success Criteria: I can/have...
- Describe how the show the direction and size of forces
- Draw the size and direction of forces on an image
- Calculate the net force and identify its direction of movement
Hei Mahi / Activities:
- Hands-on: Testing our airplanes travelled (measuring the distance they travelled)
- Numeracy: Calculating resultant forces using worksheets and group matching activities
- Literacy: Reading the "Balancing Act" article and answering questions about how forces can be used in artwork
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on comparing designs of airplanes, gliders and wakas to describe how they move differently
Learning Intention: Apply physics concepts to design and build model wakas
Paearu Angitu / Success Criteria: I can/have...
- Research waka design
- Compare waka design to determine the purpose for each design
- Apply concepts such as forces, motion, and buoyancy to waka am
- Build a waka from resources from the ngahere
- Explore how waka design and paddling techniques affect speed and efficiency
Hei Mahi / Activities - refer to Google Classroom, including the Loom video:
- BrainPop: Sir Isaac Newton video on his three laws
- Literacy: Read + answer the questions to 'Arrivals in New Zealand - waka', Complete the 'Comparing waka design' research task, Read the 'Painted hoe' story.
- Digital: Watch the 'canoes' video
- Hands-on: Collect a template and start designing + colouring their waka hoe
- Waka building: Gather resources from the ngahere that can be used to build waka + test them out
Mahi Kāinga / Homework:
This work should be complete before I return from Aims. -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to design and construct wakas, parachutes + glides so that we can...share our understanding of how physics is involved in transport
Learning Intention: Apply physics concepts to design and build model wakas
Paearu Angitu / Success Criteria: I can/have...
- Compared the designs of waka, airplanes and gliders
- Draw + describe the forces acting on the various modes of transport
- Started the assessment, including inserting a photo of your designs (from Google Classroom) into the design
Hei Mahi / Activities - refer to Google Classroom for your photos
- Tested out the designs + compared them
- Started your assessment
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to design and construct wakas, parachutes + glides so that we can...share our understanding of how physics is involved in transport
Success Criteria
- Collected data to determine how far your glider can fly
- Submitted the science assessment
Activities
1. Complete the science assessment
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Opened: Tuesday, 22 October 2024, 12:00 AMDue: Wednesday, 23 October 2024, 1:00 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...chemical reactions by questioning and observing how solutions and mixtures are formed + separated so that we can recognise when a reaction has taken place
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Paearu Angitu / Success Criteria: I can/have...
- Identify the three states of matter
- Compare solids, liquids and gases based on density
- Explore and observe chemical and physical changes
- Explain the difference between chemical and physical changes
Hei Mahi / Activities:
- Hands-on: Build a density column, explore + record observations of various chemical + physical changes (two lessons dedicated to this)
- Literacy activity: Read Elephant Toothpaste and answer questions about the class' findings,
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...chemical reactions by questioning and observing how solutions and mixtures are formed + separated so that we can recognise when a reaction has taken place
Enter text here...
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Hands-on:
- Literacy activity:
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FOCUS / ARONGA learning intentions:
- We are FOCUSING... explaining when a chemical reaction occurs so that we can start to recognise and choose the most appropriate substances to safely make soaps and deodorants
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Paearu Angitu / Success Criteria: I can/have...
- Explore the parts of a solution + give examples
- Explain how to make a dilute or concentrated solution
- Investigate how to separate solutions
- Research + describe more complex separation techniques (magnetism, distillation, chromatography, filtration, evaporation, sieving)
- Keywords: solute, solvent, solution, dilute, concentrated
Hei Mahi / Activities:
- Hands-on: Making different solutions, including dilute/concentrated, problem solve how to separate solutions (two situations), make homemade ice cream
- Literacy: Research making ice cream, descriptive writing about why adding water to a black marker creates different colours, article
- Class notes: Worksheet on solute/solvent/solutions, drawing images + writing techniques into their books (refer to Google Classroom), powerpoint slides
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to produce homemade soaps/deodorants so that we can... smell nice and investigate how they help ensure we have good personal hygiene
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Paearu Angitu / Success Criteria: I can/have...
- Investigate the importance of using antiperspirant deodorants (measuring bacterial growth)
- Make homemade soaps
Hei Mahi / Activities:
- Hands-on: Swabbing + plating armpits to watch bacterial growth
- Hands-on: Making soap to explore changes in states + solutions
- Class trip: TipTop Factory
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