9C1 Science
Weekly outline
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
Identify the key structural features and functions involved in the life processes of plants and animals.
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Identify the various parts of the digestive system.
- Draw a neat labelled diagram of the digestive systems
- Describe the functions of the parts of the digestive system.
Activities:
- Click on the video and web links shared below to complete the tasks
- Draw a neat labelled diagram of the Human Digestive System
- Make a Table as below in your Science books and complete the information for the following: Mouth, Esophagus, Stomach, Small intestine, Large intestine, Gall bladder, Liver, Pancreas, Colon, Appendix, Rectum & Anus
Part of the digestive tract
Structure and function
Interesting facts
Mouth
is the entry point of the digestive system where the breakdown of the food substance taking place mechanically e.g., chewing and crushing. Saliva produced in the mouth helps to moisten the food and break down starch into simple sugars
It is estimated that we produce 0.75 to 1.5 litres of saliva per day
Homework: Complete assigned tasks from Education Perfect.
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
-
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Identify the various parts of the digestive system.
- Draw a neat labelled diagram of the digestive systems
- Describe the functions of the parts of the digestive system.
Activities:
- Click on the video and web links shared below to complete the tasks
- Draw a neat labelled diagram of the Human Digestive System
- Make a Table as below in your Science books and complete the information for the following: Mouth, Esophagus, Stomach, Small intestine, Large intestine, Gall bladder, Liver, Pancreas, Colon, Appendix, Rectum & Anus
Part of the digestive tract
Structure and function
Interesting facts
Mouth
is the entry point of the digestive system where the breakdown of the food substance taking place mechanically e.g., chewing and crushing. Saliva produced in the mouth helps to moisten the food and break down starch into simple sugars
It is estimated that we produce 0.75 to 1.5 litres of saliva per day
Homework: Complete assigned tasks from Education Perfect.
-
Watch the animation of how digestion occurs.
Complete the quiz task and upload screen shot of your results on to google classroom.
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
-
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Identify the various parts of the respiratory and circulatory system.
- Draw a neat labelled diagram of the respiratory systems
- Describe the structure and functions of the respiratory system.
Activities:
- Complete activities from Education Perfect relating to the digestive, respiratory & circulatory system
Part of the respiratory system
Structure and function
Interesting facts
Nasal cavity
Inside the nose, the sticky mucous membrane lining the nasal cavity traps dust particles, and tiny hairs called cilia help move them to the nose to be sneezed or blown out.
Pharynx Larynx Homework: Complete assigned tasks from Education Perfect.
-
Click on the link and follow the pages to learn about the circulatory system
-
Learn about the various organs of the human body - interactive
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
-
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Researched information about the structure and function of a chosen organ system
Activities: ASSESSMENT WEEK
You will be working in groups of three and will have 4 sessions in class to complete this assessment. This task will require you to work at home as well. You must use a range of sources for your research - books, magazines, models and the internet. You must acknowledge your sources of information.
This will be marked as a group so you must plan to work constructively and present your work as a group. As this is a group assessment task - there will be no resubmissions.
Your poster and slide must be presented to the class by Thursday 14th March.
Criteria being assessed:
Demonstrate an understanding of the chosen human organ system
Communicating using accurate scientific vocabulary relating to the organ system.
Presenting your information as a slide presentation and an A2 poster.
Time management.
Homework: Complete assigned tasks from Education Perfect.
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
-
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Researched information about the structure and function of a chosen organ system
Activities: ASSESSMENT WEEK
You will be working in groups of three and will have 4 sessions in class to complete this assessment. This task will require you to work at home as well. You must use a range of sources for your research - books, magazines, models and the internet. You must acknowledge your sources of information.
This will be marked as a group so you must plan to work constructively and present your work as a group. As this is a group assessment task - there will be no resubmissions.
Your poster and slide must be presented to the class by Thursday 14th March.
Criteria being assessed:
-
Demonstrate an understanding of the chosen human organ system
-
Communicating using accurate scientific vocabulary relating to the organ system.
-
Presenting your information as a slide presentation and an A2 poster.
-
Time management.
Homework: Complete assigned tasks from Education Perfect.
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Exploring:
-
We are researching & Investigating the structure and functions of various systems in the human body
Success Criteria: I can/have...
- Researched information about the structure and function of a chosen organ system
Activities: ASSESSMENT WEEK
This week you will be practising your presentation in small groups do develop/improve your presentation skills
Criteria being assessed:
-
Demonstrate an understanding of the chosen human organ system
-
Communicating using accurate scientific vocabulary relating to the organ system.
-
Presenting your information as a slide presentation and an A2 poster.
-
Time management.
Homework: Complete assigned tasks from Education Perfect.
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Learning Intentions: We are ...
- developing an understanding of the human eye
- observing the dissection of a sheep eye
Success Criteria: I can/have...
- draw, label and name the parts of the human eye.
- work collaboratively to dissect a sheep's eye.
- identify the various parts of the eye.
Activities:
Watch the videos, draw and label the diagram of the human eye and conduct the dissection of the sheep's eye.
Create a photo slide presentation describing the steps involved in dissecting the sheep eye. You must identify the parts of the eye
Draw a neat labelled diagram of the human eye.
-
-
:max_bytes(150000):strip_icc():format(webp)/heart_exterior_anatomy-577d5cc23df78cb62c942f06.jpg)
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Learning Intentions: We are ...
- exploring the human heart and eye by dissecting them in the science laboratory
- developing skills of observation and dissecting safely
Success Criteria: I can/have...
- draw, label and name the parts of the human eye and heart
- work collaboratively to dissect a sheep's eye and heart
- identify the various parts of the eye and heart
Activities:
Watch the videos, draw and label the diagram of the human eye and conduct the dissection of the sheep's eye & heart
Create a photo slide presentation describing the steps involved in dissecting the sheep eye and heart. You must identify the parts of the sheep eye and heart
Draw a neat labelled diagram of the human heart and human eye.
Homework : Education Perfect Tasks
-
-
Context: Our Place - My individuality
Nature of Science
Develop and carry out more complex investigations, including using models.
Use a wider range of science vocabulary, symbols, and conventions.
Level 5: Living World
-
Identify the key structural features and functions involved in the life processes of plants and animals.
-
Describe the organisation of life at the cellular level.
Learning Intentions:
Learning Intentions: We are ...
- exploring the functions of the urinary system in the science laboratory
- developing skills of observation and dissecting safely
Success Criteria: I can/have...
- draw, label and name the parts of the urinary system
- work collaboratively to dissect a sheep's kidney
- identify the various parts of the urinary system
Activities:
Watch the videos, draw and label the diagram of the human urinary system and conduct the dissection of the sheep's kidney
Labelling activities - Eye, Heart & Kidney - see activity links below.
Homework : Education Perfect Tasks
-
-
-
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are exploring the periodic table - arrangement of elements in a periodic manner.
We are learning about Elements, molecules, compounds, mixtures and properties of elements.
Success criteria: I can
- write the chemical symbols and formulas of some common elements, molecules & compounds
- differentiate between Elements, molecules, compounds, mixtures and properties of elements.
Activities
Watch the slide show presentation and videos on the on the periodic table.
Complete the activities on Google Classroom and submit online.
Homework - Complete Education Perfect tasks by Monday
Learn the symbols of the first 20 elements - you will have a Test on Monday 6 May.
-
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are exploring the periodic table - arrangement of elements in a periodic manner.
We are learning about Elements, molecules, compounds, mixtures and properties of elements.
Success criteria: I can
- write the chemical symbols and formulas of some common elements, molecules & compounds
- differentiate between Elements, molecules, compounds, mixtures and properties of elements.
Activities
Watch the slide show presentation and videos on the on the periodic table.
Complete the activities on Google Classroom and submit online.
Homework - Complete Education Perfect tasks by Monday
Learn the symbols of the first 20 elements - you will have a Test on Monday 6 May.
-
:max_bytes(150000):strip_icc():format(webp)/GettyImages-141483984-56a133b65f9b58b7d0bcfdb1.jpg)
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are exploring the Group 1 & Group 2 elements of the periodic table
Success criteria: I can
- write the chemical symbols and formulas of the elements of the Group 1 & group 2
- write in the correct symbols for the elements
- write the correct protons, neutrons and electrons for the elements
Watch the slide show presentation and videos on the on the periodic table.
Complete the activities on Google Classroom and submit online.
Homework - Complete Education Perfect tasks by Monday
Learn the symbols of the first 20 elements -
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are learning about ionic & covalent bonding in atoms
Success criteria: I can
- define an ion with examples
- define covalent bonding as sharing electrons between non-metals
Complete the activities on Google Classroom and submit online.
Homework - Complete Education Perfect tasks by Monday
Note: Term 2 Science Assessment will be during Week 6 or 7
You must be familiar with the structure of the atom, be able to write the electron configuration and write the definitions.
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are learning about ionic & covalent bonding in atoms
Success criteria: I can
- define an ion with examples
- define covalent bonding as sharing electrons between non-metals
Complete the activities on Google Classroom and submit online.
Please make sure you are making notes in your Science book on the following
- What are ionic and covalent bonds?
- What are cations and anions?
- Give an example of an ionic bond and describe how the atoms combine.
- Given an example of a covalent bond and describe how the atoms combine.
Homework - Complete Education Perfect tasks by Friday
Note: Term 2 Science Assessment will be during Week 7
You must be familiar with the structure of the atom, be able to write the electron configuration and write the definitions.
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
Learning Intentions:
We are learning about ionic & covalent bonding in atoms
Success criteria: I can
- define an ion with examples
- define covalent bonding as sharing electrons between non-metals
Complete the activities on Google Classroom and submit online.
Please make sure you are making notes in your Science book on the following
- What are ionic and covalent bonds?
- What are cations and anions?
- Give an example of an ionic bond and describe how the atoms combine.
- Given an example of a covalent bond and describe how the atoms combine.
Homework - Complete Education Perfect tasks by Friday
Note: Term 2 Science Assessment will be during Week 7
You must be familiar with the structure of the atom, be able to write the electron configuration and write the definitions.
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
This week you will be focussing on completing the 3D model of an atom in groups of 3. This forms a part of the Term 2 assesssment task scheduled for this week.
-
This assessment task which is a combination of practical lab work and theory accessing:
- Your conceptual understanding of the atomic structure.
- Ability to differentiate between elements and compounds
- Skill of making a model and investigating acids and bases.
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
This week you will be focussing on completing the 3D model of an atom in groups of 3. This forms a part of the Term 2 assesssment task scheduled for this week.
-
Understanding about science
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
Investigating in science
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- Begin to evaluate the suitability of the investigative methods chosen.
Communicating in science
- Use a wider range of science vocabulary, symbols, and conventions.
- Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).
Participating and contributing
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.
MATERIAL WORLD
Properties and changes of matter
- Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals.
- Distinguish between pure substances and mixtures and between elements and compounds.
This week you will be focussing on completing the 3D model of an atom in groups of 3. This forms a part of the Term 2 assesssment task scheduled for this week.
-
-
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Steps of a scientific investigation process.
- Plan the investigation:
- define the purpose
- trial the plan
- identify the key variables
- select a data collection method that best suits your investigation. Your teacher will guide you.
- Gather the data:
- collect the data
- record the data
- process data – make appropriate calculations, establish a trend or pattern, present the data in a graph so the relationship can be found
- Interpret the data:
- interpret the processed data
- calculate the gradient and identify the equation of the relationship
- draw conclusions
- evaluate the investigation.
- Present your findings:
- for this achievement standard, you are required to write a report.
Learning Intentions:
We are
- exploring the phenomenon of how Electricity is generated
Success Criteria: I can/have...
- define or explain the following how Static Electricity is generated.
- use scientific skills - Hypothesis, experiment, observe and make a record of my observations
- use scientific vocabulary to explain the phenomenon of Static electricity
Activities:
See web links below.
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Answer the following questions in your Science books after reading the weblink: http://www.sciencemadesimple.com/static.html
- What is the difference between electrons and protons?
- When does a piece of matter have a "charge?"
- What happens if two objects have the same charge? What happens if two objects have different charges? Can you think of an example of this?
- What often happens when you rub one object with another object? Describe what happens using a specific example.
- What kinds of objects give up electrons easily?
- What kinds of objects pick up electrons easily?
- What are three examples of static electricity?
- When is there a positive charge?
- When is there a negative charge?
- What role does friction play in static electricity?
Topic Related Weblinks :
- https://www.sciencemadesimple.com/static.html
- BBC - Bitesize on Static Electricity - https://www.bbc.com/bitesize/guides/zthyvcw/revision/1
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- exploring the concepts of an electrical circuit and how electricity flows
Success Criteria: I can/have...
- define or explain how Electricity is generated.
- identify the basic electrical components used in an electrical circuit
- draw a closed and open circuit diagram
- identify symbol used in place of electrical components in an electrical circuit
Activities:
See web links below.
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Complete reading activity and worksheet on electrictricity
- Identify the electrical components and symbols used.
- Draw an open and closed circuit.
- Complete Edpuzzle tasks
Homework
Complete tasks assigned on Education Perfect each week.
Topic Related Weblinks
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- exploring the concepts of an electrical circuit and how electricity flows
Success Criteria: I can/have...
- define or explain how Electricity is generated.
- identify the basic electrical components used in an electrical circuit
- draw a closed and open circuit diagram
- identify symbol used in place of electrical components in an electrical circuit
Activities:
See web links below.
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Complete reading activity and worksheet on electrictricity
- Identify the electrical components and symbols used.
- Draw an open and closed circuit.
- Complete Edpuzzle tasks
Homework
Complete tasks assigned on Education Perfect each week.
T opic Related Weblinks
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- exploring the concepts such as volts, amperes, wattage, resistor, conductor and insulator.
Success Criteria: I can/have...
- define or explain the terms
- use a Voltmeter & Ammeter to measure current between two points
- experiment with various object to check conductivity, insulation and resistance
Activities:
See web links below.
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Complete reading activity and worksheet on electrictricity
- Identify the electrical components and symbols used.
- Draw an open and closed circuit.
- Complete Edpuzzle tasks
Homework
Complete tasks assigned on Education Perfect each week.
T opic Related Weblinks
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html
http://www.sciencekids.co.nz/gamesactivities/circuitsconductors.html
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- Investigating the phenomenon of magnetism and using electricity to create magnets
- define or explain magnetism and magnetic field
- create an artificial magnet using electricity
Activities:
See web links below.
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Complete reading task from the websites given
Homework
Complete tasks assigned on Education Perfect each week.
Topic Related Weblinks
http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html
https://www.ducksters.com/science/magnetism.php
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- Using the Fair Test method to Investigate the phenomenon of magnetism and using electricity.
- Investigating magnetism and creating a compass using a needle.
- understood the fair testing steps
- used the steps for fair testing to find out whether
- Increasing the number of turns on the nail increase the strength of an artificial magnet
- Increasing the voltage increase the strength of an artificial magnet
Activities:
Complete investigations as directed by Mr. Morris
- Teacher led discussion
- Complete reading task from the websites given
- Making your own compass - complete this task. Take photographs and make your own slide presentation.
Homework
Complete tasks assigned on Education Perfect each week.
Topic Related Weblinks
http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html
https://www.ducksters.com/science/magnetism.php
Making your own compass
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- exploring the concepts of forces and motion.
- define the terms - inertia, momentum, force
- give examples from everyday situations that involve forces.
- explain the Newton's 3 laws of Motion with examples
Do Now:
- Teacher led discussion on Forces and motion
- Complete activities from Google Classroom.
- Write down the definitions of the terms and the three laws of motion.
Homework
Complete tasks assigned on Education Perfect each week.
Topic Related Weblinks
-
Achievement Objectives
Science Strand: Physical world
Physical inquiry and physics concepts
Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects.
Learning Intentions:
We are
- exploring the concepts of forces and motion.
- define the terms - inertia, momentum, force
- give examples from everyday situations that involve forces.
- explain the Newton's 3 laws of Motion with examples
Do Now:
- Teacher led discussion on Forces and motion
- Complete activities from Google Classroom.
- Write down the definitions of the terms and the three laws of motion.
ASSESSMENT task - Monday 9th September
Complete tasks assigned on Education Perfect each week.
Topic Related Weblinks
-
-
-
-
-
Context:
Nature of Science - Understanding about science - understand that scientists ' investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes.
Participating and contributing - Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence - based conclusions and to take action where appropriate
Planet Earth and beyond
Earth systems
Level 4
Students will: Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Level 5
Students will:Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
Learning intention:
We are exploring the Geological Time scales and the formation of the earth
Success Criteria: I can
- recreate a geological timeline correctly and differentiate between Eon, Era and period
Activities:
- Watch the videos on the formation of the Earth
- Visit the website: https://geology.com/time.htm
- Write down the definitions for Eon, Era and period
- Read the instructions on activity from Scipad on creating a Geological Time line
- Cut out the time line and organise the information in your science book, making sure you are ordering the time correctly.
Reading comprehension task
http://www.softschools.com/language_arts/reading_comprehension/science/451/geologic_time/
-
Context:
Nature of Science - Understanding about science - understand that scientists ' investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes.
Participating and contributing - Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence - based conclusions and to take action where appropriate
Planet Earth and beyond
Earth systems
Level 4
Students will: Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Level 5
Students will:Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
Learning intention:
We are exploring the 'Continental Drift' theory, Tectonic plate and internal structure of the earth.
Success Criteria: I can
- name a few tectonic plates and differentiate between the layers of the earth.
- identify how tectonic plates have contributed to the formation of continent in the past and future.
Activities:
- Watch the videos on the 'Continental drift' theory and Tectonic plates.
- The history of New Zealand's formation -
- Complete activities from Goolge Classroom - Visit the website to explore about Tectonic plates.https://www.livescience.com/37706-what-is-plate-tectonics.html
- Reading comprehension tasks - Complete the following tasks and answer the questions.
Layers of the earth reading
http://www.softschools.com/language_arts/reading_comprehension/science/48/the_layers_of_the_earth/
Tectonic plates
http://www.softschools.com/language_arts/reading_comprehension/science/121/tectonic_plates/
Rock cycle
http://www.softschools.com/language_arts/reading_comprehension/science/493/the_rock_cycle/
Metamorphic rocks
http://www.softschools.com/language_arts/reading_comprehension/science/507/metamorphic_rocks/
Sedimentary rocks
http://www.softschools.com/language_arts/reading_comprehension/science/509/sedimentary_rocks/
Igneous Rocks
http://www.softschools.com/language_arts/reading_comprehension/science/508/igneous_rocks/
-
Context:
Nature of Science - Understanding about science - understand that scientists ' investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes.
Participating and contributing - Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence - based conclusions and to take action where appropriate
Planet Earth and beyond
Earth systems
Level 4
Students will: Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Level 5
Students will:Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
Learning intention:
We are exploring the 'Continental Drift' theory, Tectonic plate and internal structure of the earth.
Success Criteria: I can
- name a few tectonic plates and differentiate between the layers of the earth.
- identify how tectonic plates have contributed to the formation of continent in the past and future.
Activities:
- Watch the videos on the 'Continental drift' theory and Tectonic plates.
- The history of New Zealand's formation -
- Complete activities from Goolge Classroom - Visit the website to explore about Tectonic plates.https://www.livescience.com/37706-what-is-plate-tectonics.html
- Reading comprehension tasks - Complete the following tasks and answer the questions.
Layers of the earth reading
http://www.softschools.com/language_arts/reading_comprehension/science/48/the_layers_of_the_earth/
Tectonic plates
http://www.softschools.com/language_arts/reading_comprehension/science/121/tectonic_plates/
Rock cycle
http://www.softschools.com/language_arts/reading_comprehension/science/493/the_rock_cycle/
Metamorphic rocks
http://www.softschools.com/language_arts/reading_comprehension/science/507/metamorphic_rocks/
Sedimentary rocks
http://www.softschools.com/language_arts/reading_comprehension/science/509/sedimentary_rocks/
Igneous Rocks
http://www.softschools.com/language_arts/reading_comprehension/science/508/igneous_rocks/
-
-
Context:
Nature of Science - Understanding about science - understand that scientists ' investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes.
Participating and contributing - Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence - based conclusions and to take action where appropriate
Planet Earth and beyond
Earth systems
Level 4
Students will: Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.
Level 5
Students will:Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
Learning intention:
We are exploring the 'Continental Drift' theory, Tectonic plate and internal structure of the earth.
Success Criteria: I can
- name a few tectonic plates and differentiate between the layers of the earth.
- identify how tectonic plates have contributed to the formation of continent in the past and future.
Activities:
- Watch the videos on the 'Continental drift' theory and Tectonic plates.
- The history of New Zealand's formation -
- Complete activities from Goolge Classroom - Visit the website to explore about Tectonic plates.https://www.livescience.com/37706-what-is-plate-tectonics.html
- Reading comprehension tasks - Complete the following tasks and answer the questions.
Layers of the earth reading
http://www.softschools.com/language_arts/reading_comprehension/science/48/the_layers_of_the_earth/
Tectonic plates
http://www.softschools.com/language_arts/reading_comprehension/science/121/tectonic_plates/
Rock cycle
http://www.softschools.com/language_arts/reading_comprehension/science/493/the_rock_cycle/
Metamorphic rocks
http://www.softschools.com/language_arts/reading_comprehension/science/507/metamorphic_rocks/
Sedimentary rocks
http://www.softschools.com/language_arts/reading_comprehension/science/509/sedimentary_rocks/
Igneous Rocks
http://www.softschools.com/language_arts/reading_comprehension/science/508/igneous_rocks/
-
-
-