Weekly outline

  • General

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  • 3 February - 9 February

  • 10 February - 16 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... how we learn by exploring the functioning of the triune brain
    • We are EXPLORING... the electromagnetic wave function of light by investigating its spectrum and analyzing visible light and its colours
    • We are EXPLORING... the world of atoms, elements, living and non living and comparing plant and animals by classifying them
    • We are EXPLORING... the use of Harakeke (flax) by the Maori by investigating Maori history and through experiments


    Kia Ora


    Below is the long term overview of what term 1 could look like.

    It is a working document. Each success criteria will be highlighted as and when achieved. 
    It is bird's eye view of a scaffold system towards students' learning progression, assessment, reflection and teacher feedback.
    It sets the scene by exploring the context.
    Having explored, students begin to focus on developing a deeper understanding of the context.
    Students then begin to plan towards what they want to do with their learning - This is their Doing, the outcome of their learning

    Authenticity  AKO- The planning allows students to create and produce - explore, focus, plan and do.
    Assignments and assessments are measured against a Working Towards, At, Above and Beyond (TAAB) scale.

    The SOLO levels in the planning below ( structure of observed learning outcomes) aligns with the TAAB:
    One and many = At
    Many and Relate =Above
    Relate and Abstract = Beyond

    NCEA has a similar system in place- Matrix based on SOLO.

    Learning Area: Science

    Curriculum Levels:4

    AO:

    understanding about science

    Appreciate that science is a way of explaining the world and that science knowledge changes over time.

    Investigating in science

    Build on prior experiences, working together to share and examine their own and others’ knowledge.

    Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

    Communicating in science

    Begin to use a range of scientific symbols, conventions, and vocabulary.

    Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

    Compare chemical and physical changes.

    Begin to develop an understanding of the particle nature of matter and use this to explain observed changes.


    Explore, describe, and represent patterns and trends for everyday examples of electricity and magnetism, light, sound, waves, and heat. 


    Begin to group plants, animals, and other living things into science-based classifications.

    Term's Learning intentions:

    		Walt investigate, understand and explain our natural physical world and the living world generating and testing ideas, carrying out investigation, gathering evidence, debating and communicating ideas with others. 

    Week 2:

    explore:

    LI: brainstorm, mindmap - context -Turangawaewae and GREAT AKO


    Task: How do we learn? Why do we learn? The science behind learning? What is learning? link to GREAT AKO

    Explore: GREAT AKO - The What

    Focus: The How

    Plan and Do - The when, the where and the why.


    SC: connect great AKO to students learning


    .

    Week 3

     LI:  research elements of the periodic table upto 36 

    LI: Investigate Light 

    SC:  recognize elements as a construct of atoms

    Sc: analysis of visible light

    Week 4

    		  LI: structure of the atom
    LI: Connect the visible spectrum of light to visual art
    LI: Safety rules and equipment in the science lab
    LI: connect Elements to compounds, atoms to molecule, acid and base on pH scale 

    SC: draw and  label the structure of the first 10 elements
    Sc: Draw and label the visible spectrum ROYGBIV and the invisible spectrum of light
    Sc: Draw and label equipments and identify the same in the science lab
    Sc: recall safety rules in science lab
    SC: Identify acid, base in lab using the pH scale
     

    Week 5

    		 Tuakana Teina:  6 table groups of 6 students having  2 maths teacher and 2 science teachers. The 12 maths teachers will see me as one group outside in the central whanau facing the small whiteboard for 20 mins, making notes while taking photos of their mindmap and working out of maths work on the tables while the table group will be learning science from the 2 science teachers.  The 12 science teachers will see me next 20 mins for the science work while the table groups will be learning maths from their maths teachers.  then 20 mins as I check their teaching and learning. 

    Week 6


    Week 8

    Week 9
    W10

    Prior Knowledge:

    long and short term memory,  atoms, 

    SOLO level

    One

    Many

    Relate

    Extend

    SOLO verbs

    Name, identify, tell, recall, classify, do a simple procedure

    Describe, list, enumerate, combine, do algorithms

    Compare/contrast, explain, causes, effects, integrate, analyse, relate, apply

    Evaluate, theorise, generalise, hypothesise, reflect, generate

    Success Criteria

    list the equipment and the rules to observe in a science lab

    list parts of an atom

    tell that all matter is made up of atoms

    recall the 10 elements of the periodic table

    draw the structure of the Hydrogen atom

    identify positive and negative charges

    identify a molecule, compound

    identify the first two shells of an atom

    colours as part of  light from the sun

    primary and secondary colours

    identify 7 life processes of living organism

    identify plants and animals

    describe all matter as made up of atoms

    describe how a water molecule is formed?

    identify the electron, nucleus, proton 

    chemical reaction, mixture, observations

    recall 20 elements 

    describe spectrum of visible light

    tertiary colours

    make meaning of the mnemonic MRSGREN

     

     explain all matter as made up of atoms

    difference between atom and molecule

    difference between elements and compounds

    draw, identify the electron, nucleus, proton 

    describe  pattern of shells in atoms

    recall 36 elements

    explain the spectrum of visible light by mixing colours

    explain MRSGREN

    how atoms form molecules and elements make compounds

    explain the properties and charge  of electron, nucleus, proton 

    explain the 2,8,8,18 pattern shell structure of atoms

    explain the electromagnetic spectrum of light

    application of the colour wheel in visual art

    investigate with an experiment to prove the 7 life processes required for life





  • 17 February - 23 February

    Kia ora.

    Success Criteria: I can/have...

    • Recap last 3 weeks lessons

    Activities:

    1. Mindmap
    2. revist mindmap

    Follow Up Tasks:
    Make connections with science and maths to visual art.

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  • 24 February - 1 March

    Kia ora

    Success Criteria: I can/have...

      • Explore: The periodic table upto 36, atomic Number and symbols in sequence and practise for instant recall.
      • Explore: the structure of the atom of each element upto 36 and discuss the patterns of distribution of the electrons
      • explore the 2, 8, 8 pattern  of electrons that make them noble and question why all elements want to achieve an octet status
      • explore: how atoms attain a positive or negative charge 

    Activities:

    1. In groups recall 10, 18, 36 of elements.
    2. Recall element symbols.
    3. Draw atoms of each element, label
    4. Use the rule 2, 8, 8, 18 shell configuration for electrons in atoms

    Follow Up Tasks:
    1. EP HW.



  • 2 March - 8 March

    Kia ora

    Success Criteria: I can/have...

      • Explore: The periodic table upto 36, atomic Number and symbols in sequence and practise for instant recall.
      • Explore: the structure of the atom of each element upto 36 and discuss the patterns of distribution of the electrons
      • explore the 2, 8, 8 pattern  of electrons that make them noble and question why all elements want to achieve an octet status
      • explore: how atoms attain a positive or negative charge 

    Activities:

    1. In groups recall 10, 18, 36 of elements.
    2. Recall element symbols.
    3. Draw atoms of each element, label
    4. Use the rule 2, 8, 8, 18 shell configuration for electrons in atoms

    Follow Up Tasks:
    1. EP HW.



  • 9 March - 15 March

    Kia ora

    Success Criteria: I can/have...

      • Explore: The periodic table upto 36, atomic Number and symbols in sequence and practise for instant recall.
      • Explore: the structure of the atom of each element upto 36 and discuss the patterns of distribution of the electrons
      • explore the 2, 8, 8 pattern  of electrons that make them noble and question why all elements want to achieve an octet status
      • explore: how atoms attain a positive or negative charge 

    Activities:

    1. In groups recall 10, 18, 36 of elements.
    2. Recall element symbols.
    3. Draw atoms of each element, label
    4. Use the rule 2, 8, 8, 18 shell configuration for electrons in atoms

    Follow Up Tasks:
    1. EP HW.



  • 16 March - 22 March

    Kia ora

    Success Criteria: I can/have...

    • MRSCGREN - recall and unpack
    • connect visit to Tane forest and apply MRSCGREN to check if all plants are living or non living
    • describe photosynthesis
    • connect photosynthesis to MRSCGREN
    • Describe plant reproduction
    • connect plant reproduction to MRSCGREN
    • Research on creating a plan to save the trees in Tane forest using MRSCGREEN

    Activities:

    1. Research saving Trees in Tane Forest
    2. Write up a plan
    3. Before: At home: Tasks on ed perfect, google classroom, teacher video. Create folder with difficult tasks with screenshots.
    4. During: In class: Focus: Solve folder with difficult problems
    5. After: Plan and Do: Create 

    Follow Up Tasks:
    1. Practise on workbank using resources from EP.



  • 23 March - 29 March

    Kia ora

    Success Criteria: I can/have...

    • MRSCGREN - recall and unpack
    • connect visit to Tane forest and apply MRSCGREN to check if all plants are living or non living
    • describe photosynthesis
    • connect photosynthesis to MRSCGREN
    • Describe plant reproduction
    • connect plant reproduction to MRSCGREN
    • Research on creating a plan to save the trees in Tane forest using MRSCGREEN

    Activities:

    1. Research saving Trees in Tane Forest
    2. Write up a plan
    3. Before: At home: Tasks on ed perfect, google classroom, teacher video. Create folder with difficult tasks with screenshots.
    4. During: In class: Focus: Solve folder with difficult problems
    5. After: Plan and Do: Create 

    Follow Up Tasks:
    1. Practise on workbank using resources from EP.


  • 30 March - 5 April

    Term Break

  • 6 April - 12 April

    Trem break

  • 13 April - 19 April

    T2 W1

    Hi all

    Hope all of you are well. Please keep us informed about your well being.  Keep smiling, not long now till we are back at school. Remember to get plenty of fresh air, exercise, practise mindfulness like we do in class and encourage your family to do the same. Go easy on the chips, sugary foods and fizzy drinks. 

    All tasks on Mathsbuddy and Ed perfect are online. Any problems you cannot solve please email me the screenshots of the task and as usual I will reply with the working out or we can solve for you during online sessions. 

    Make sure you mark the roll before the session.

    I will send you the google meet link at the start of each session. .

    S3. Y7W1. Science 11:00 - 12 noon.
    LI: Nitrogen ( No.7) cycle - how the inert gas gives life to all.
    Task: Diagram of the nitrogen cycle. Recap Nitrogen as the No 7 element of the periodic table. Why 7?  Structure of the Nitrogen Atom. Protein as Hydrogen 1, Carbon 6, Nitrogen 7, Oxygen 8 that is 1,6,7,8. Without protein (amino acids)  there can be no life.

    Sc: Complete and describe/explain diagram. 
          Describe and explain why Nitrogen is important for life processes. 

    Complete your ed perfect for maths and science for this week.

    Have a great day all. Laughter, it's the best medicine.



  • 20 April - 26 April

    S4: Y7W1 Science: 12:00 Noon - 1:00 pm


    Li: Revisit last lesson on the Nitrogen cycle to transfer learning to our long term memory.
    New LI: The water cycle.
    SC: recall the properties of water, recall water as H2O, evaporation, condensation, precipitation, transpiration, percolation, collection.
    Application: Saving the trees in Tane forest during the dry seasons.

    Keep smiling and laugh out loud!


  • 27 April - 3 May




    Good morning all

    Welcome to my online classroom.


    8:30 - 8:45. Wellbeing -  Sit with a straight back. Close eyes. Relax.  Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.
     
    Check your email daily at 8:30 am for your timetable and  lesson plan.

    LI: Explore Hydrogen and begin to connect life on Earth with Hydrogen.

    Task: Ed perfect for 10 mins.
             Revisit last lesson
             Q and A session to make sure you remember
              recall the periodic table from 1 to 10
             Draw diagram label, describe and explain the Hydrogen atom.
             atoms and molecules

    SC:  I can : Draw diagram label, describe the Hydrogen atom. 
           Explain how and why Hydrogen is needed for life on Earth.


  • 4 May - 10 May



    Good morning all

    Welcome to my online classroom.


    8:30 - 8:45. Wellbeing -  Sit with a straight back. Close eyes. Relax.  Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.
     
    Check your email daily at 8:30 am for your timetable and  lesson plan.


    LI: explore the Hydrogen atom to make connections with life on Earth.
        Connect the  water cycle with 3 states of matter and expansion of water at 4 degrees C to reduce density. 
    Connect all life on Earth with water for life processes to take place
        
    Task:  ED Perfect Science 10 mins, Q & A
    Review last session - the connection between the sun and life on Earth and now link this to the Hydrogen Atom and make further connections with  the Hydrogen atom and life on Earth,  water cycle and state of matter, expansion of water at 4 degrees C
     Density of ice and water for ice to float
    Water for all life processes

     SC: structure of H2 atom 
            structure of oxygen molecule, H20 as Molecule
            Protein and Carbs as having Hydrogen
             Connection with Photosynthesis, Vitamin D
    Making connections with the Hydrogen atom, water, water cycle and 3 states of matter.
    Change of the density of ice for ice to float on water. If ice would sink life on Earth would end, discuss.
    Water for all life processes to take place


  • 11 May - 17 May

    Good morning all

    Welcome to my online classroom.


    8:30 - 8:45. Wellbeing -  Sit with a straight back. Close eyes. Relax.  Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.
     
    Check your email daily at 8:30 am for your timetable and  lesson plan.

    LI: explore the Hydrogen atom to make connections with life on Earth.
    Task: Review last session - the connection between the sun and life on Earth and now link this to the Hydrogen Atom and make further connections with  the Hydrogen atom and life on Earth.

    Today: Hydrogen in H2O. Water. The density of water is 1g/cm^2 at 4 degrees C. The magic Number 4 degrees C. The reason there is life on Earth, let us explore the how and the why of this magical moment of water at 4 degrees C.

     SC: I can: begin to figure out the density of water and describe how this density keeps life on Earth afloat.


  • 18 May - 24 May

    Term 2 Week 7. This term has 12 weeks. 

    Kia ora

    Welcome back to school for Term 2 Week 6. This term has 12 weeks. So we have 7 weeks of school left for Term 2. 

    LI:  Managing self. Completing Distance learning tasks.  Please open your email and in your inbox you will find a spreadsheet in Google classroom. Please read carefully and begin ticking the boxes after you have completed the tasks mentioned in the spreadsheet.  

    Success Criteria: I can/have...

    • I can: manage myself by monitoring my work by:
    • completing all Science tasks set during  distance learning in Google classroom
    • complete all Science Ed Perfect tasks set during distance learning
    • show evidence of my work done during distance learning in my science in my book
    • describe and explain the importance of Hydrogen for life on Earth done during distance learning.

    Activities:

    1. Refer to the spreadsheet in Google classroom and begin completing all incomplete work
    2. Tick the boxes in the spreadsheet as and when the tasks are completed
    3. Ask for help from me or other students for completion of tasks.

    Follow Up Tasks:
     For students who have complete all pending tasks:

    1. In your group - introduction to The Scientific Method for Science fair.

    LI: Managing self/  The Scientific Method - PPDAC cycle similarity

    Days                        Group 1

    		 Group 2  Group 3 Evaluation
    Mon Connect PPDAC to the Science Method complete distance learning complete distance learning
    Wed complete Maths assignment complete Maths assignment complete Maths assignment
    Fri complete Maths assignment complete Maths assignment complete Maths assignment



  • 25 May - 31 May

    Term 2 Week 6 This term has 12 weeks. 

    Kia ora

    Welcome back to school for Term 2 Week 6. This term has 12 weeks. So we have 7 weeks of school left for Term 2. 

    LI:  Managing self. Completing Distance learning tasks.  Please open your email and in your inbox you will find a spreadsheet in Google classroom. Please read carefully and begin ticking the boxes after you have completed the tasks mentioned in the spreadsheet.  

    Success Criteria: I can/have...

    • I can: manage myself by monitoring my work by:
    • completing all Science tasks set during  distance learning in Google classroom
    • complete all Science Ed Perfect tasks set during distance learning
    • show evidence of my work done during distance learning in my science in my book
    • describe and explain the importance of Hydrogen for life on Earth done during distance learning.

    Activities:

    1. Refer to the spreadsheet in Google classroom and begin completing all incomplete work
    2. Tick the boxes in the spreadsheet as and when the tasks are completed
    3. Ask for help from me or other students for completion of tasks.

    Follow Up Tasks:
     For students who have complete all pending tasks:

    1. In your group - introduction to The Scientific Method for Science fair.

    LI: Managing self/  The Scientific Method - PPDAC cycle similarity

    Days                        Group 1

    		 Group 2  Group 3 Evaluation
    Mon Connect PPDAC to the Science Method complete distance learning complete distance learning
    Wed complete Maths assignment complete Maths assignment complete Maths assignment
    Fri complete Maths assignment complete Maths assignment complete Maths assignment




  • 1 June - 7 June

    Term 2 Collaborative Planning between Global studies, English, Maths and Science to explore the context of Life after Lockdown.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collaborate with English, Maths and Global Studies, building on prior experiences, working together to share and examine our own and others’ knowledge
    • We are EXPLORING... to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations
    • We are EXPLORING... to explore various aspects of an issue, Covid 19 and make decisions about possible actions

    Collabrotation with English: 


    Collaboration with Global studies:

    Science and maths collaboration:


  • 8 June - 14 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collaborate with English, Maths and Global Studies, building on prior experiences, working together to share and examine our own and others’ knowledge
    • We are EXPLORING... to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations
    • We are EXPLORING... to explore various aspects of an issue and make decisions about possible actions

  • 15 June - 21 June

  • 22 June - 28 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collaborate with English, Maths and Global Studies, building on prior experiences, working together to share and examine our own and others’ knowledge
    • We are EXPLORING... to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations
    • We are EXPLORING... to explore various aspects of an issue and make decisions about possible actions

  • 29 June - 5 July

  • 6 July - 12 July

    TermBreak.

  • 13 July - 19 July

    Term break.

  • 20 July - 26 July



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collaborate with English, Maths and Global Studies, building on prior experiences, working together to share and examine our own and others’ knowledge
    • We are EXPLORING... to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations
    • We are EXPLORING... to explore various aspects of an issue and make decisions about possible actions

  • 27 July - 2 August

    Please refer to the live collaborative document above of the previous week.

    Maths Collaboration

    Learning Intentions

    We are EXPLORING...  to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations.

    Success Criteria

    W1, W2, W3, W4. T3.

    I can:

    I can:

    I can:

    I can:


    Apply the Scientific method by creating slides for each part of the method


    By asking a question relevant to the context


    Ensure I have the equipment to do the experiment and the method


    Recall the scientific method


    Explore simple models using  some scientific language


    Research and pose a question relevant to the context


    Build on each part of the scientific method with meaning



    Explore simple models using more scientific text


    Fairly accurate analysis of the graphs with little connection to the hypothesis


    Concluding statement links with the hypothesis

    Multiple methods of research skill to pose a question relevant to the context


    Align the steps in the scientific method to make meaning


    Explore simple models using more scientific text and symbols



    Accurate analysis of the graphs that link to the hypconcothesis


    Concluding statement makes strong links with the hypothesis with evidence


    Pose a question that is authentic with insight and having meaningful outcomes relevant to the context


    Explore simple models using more scientific text and symbols with accuracy


    Accurate analysis of the graphs that convey meaning to the hypothesis


    Concluding statement provides evidence for the hypothesis with justification and an outcome with possible real world application


  • 3 August - 9 August

    Maths Collaboration

    Learning Intentions

    We are EXPLORING...  to ask questions, find evidence, explore simple models and carry out appropriate investigations using the scientific method to develop simple explanations.

    Success Criteria

    W1, W2, W3, W4. T3.

    I can:

    I can:

    I can:

    I can:


    Apply the Scientific method by creating slides for each part of the method


    By asking a question relevant to the context


    Ensure I have the equipment to do the experiment and the method


    Recall the scientific method


    Explore simple models using  some scientific language


    Research and pose a question relevant to the context


    Build on each part of the scientific method with meaning



    Explore simple models using more scientific text


    Fairly accurate analysis of the graphs with little connection to the hypothesis


    Concluding statement links with the hypothesis

    Multiple methods of research skill to pose a question relevant to the context


    Align the steps in the scientific method to make meaning


    Explore simple models using more scientific text and symbols



    Accurate analysis of the graphs that link to the hypconcothesis


    Concluding statement makes strong links with the hypothesis with evidence


    Pose a question that is authentic with insight and having meaningful outcomes relevant to the context


    Explore simple models using more scientific text and symbols with accuracy


    Accurate analysis of the graphs that convey meaning to the hypothesis


    Concluding statement provides evidence for the hypothesis with justification and an outcome with possible real world application


  • 10 August - 16 August

    Kia ora class

    This week is your distance learning week. You will be completing all the tasks on the grid which is given below.

    Success Criteria: I can/have...

    • I can: Manage self with the distance learning tasks fro the two week period.
    •  Connect with my LA teacher everyday on GoogleMeet for attendance
    • Connect with other teachers for help with my work.

    Activities:

    1. Attend Googlemeet and make sense of the Grid and the Journal.
    2. Begin completing the tasks on the grid and Engagement tracker every day.
    3. Complete all online HW tasks

    Follow Up Tasks:
    1. complete Engagement tracker everyday before 10am.

    2. Take photos as evidence for my grid.

    3. Read teacher's feedback.

    link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit

  • 17 August - 23 August

    Kia ora class

    This week is your distance learning week. You will be completing all the tasks on the grid which is given below.

    Success Criteria: I can/have...

    • I can: Manage self with the distance learning tasks fro the two week period.
    •  Connect with my LA teacher everyday on GoogleMeet for attendance
    • Connect with other teachers for help with my work.

    Activities:

    1. Attend Googlemeet and make sense of the Grid and the Journal.
    2. Begin completing the tasks on the grid and Engagement tracker every day.
    3. Complete all online HW tasks

    Follow Up Tasks:
    1. complete Engagement tracker everyday before 10am.

    2. Take photos as evidence for my grid.

    3. Read teacher's feedback.

    link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit

  • 24 August - 30 August

    Kia ora class

    This week is your distance learning week. You will be completing all the tasks on the grid which is given below.

    Success Criteria: I can/have...

    • I can: Manage self with the distance learning tasks fro the two week period.
    •  Connect with my LA teacher everyday on GoogleMeet for attendance
    • Connect with other teachers for help with my work.

    Activities:

    1. Attend Googlemeet and make sense of the Grid and the Journal.
    2. Begin completing the tasks on the grid and Engagement tracker every day.
    3. Complete all online HW tasks

    Follow Up Tasks:
    1. complete Engagement tracker everyday before 10am.

    2. Take photos as evidence for my grid.

    3. Read teacher's feedback.

    link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit

  • 31 August - 6 September

    Kia ora class

    This week you will be completing all pending tasks on Monday.

    You will enter the classroom from the sliding doors and sit on the assigned seats for the week. 

    The teachers will be coming to your class while you stay seated in your homebase for the whole week.

    Plan for the week: 

    1. Monday: Complete all pending tasks.

    Term 1. SLC reflection.

    2. Holistic report reflection.

    3. SLC slideshow

    4. GREAT learner evidence - Holistic report

    5. Maths buddy/ Reading plus HW up to date.

    DEEP: No DEEP classes for the WEEK.  Return to LA class to complete 1, 2, 3, 4.

    TUE, WED, THU, FRI - regular timetabled classes.

    Success Criteria: I can/have...

    • I can: Manage self with the distance learning tasks from the two week period.
    •  Complete all of the above
    • Connect with other teachers for help with my work.

    Activities:

    1. Begin completing the tasks on the grid and Engagement tracker every day.
    2. Complete all online HW tasks
    3. Complete all of the above mentioned tasks

    Follow Up Tasks:
    1. Check journal for completion with photos as evidence

    2. Current Mathsbuddy, Ed Perfect, Reading plus.

    3. Read teacher's feedback on Journal and action it.

    link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit

  • 7 September - 13 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by describing patterns and trends for everyday examples of physical phenomena, such as movement, forces, for example, identifying and describing the effect of forces (contact and non-contact) on the motion of objects; identifying and describing everyday examples of sources of energy, forms of energy, and energy transformations.
    • We are EXPLORING.. by investigating science as a way of explaining the world and that science knowledge changes over time
    • We are EXPLORING...by using students' growing science knowledge when considering issues of concern to them.

    • Success Criteria: I can/have...

      • Uploading the Sphero app and learning to use the app to control and drive the sphero.
      • understanding the laws of motion and their application while driving the sphero.
      • Reviewing a brief history of Newton and his discovery of the laws of motion and gravity
      • begin to understand the kinetic and potential energy and energy transformation
      • understand how energy cannot be created nor destroyed, it is only transformed as the laws of the conservation of energy states.

      Activities:

      1. Upload Sphero app and program sphero.
      2. Begin to drive the sphero.
      3.  Begin to apply the laws of motion
      4. Begin to apply knowledge of friction
      5. Begin to apply energy transformation
      6. Question how the energy is created by the battery to move the sphero.
      7. Begin the inquiry on simple electricity and magnetism

      Follow Up Tasks:
       Education perfect tasks.


    • Revisit lesson of class for next sessions.



  • 14 September - 20 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by describing patterns and trends for everyday examples of physical phenomena, such as movement, forces, for example, identifying and describing the effect of forces (contact and non-contact) on the motion of objects; identifying and describing everyday examples of sources of energy, forms of energy, and energy transformations.
    • We are EXPLORING.. by investigating science as a way of explaining the world and that science knowledge changes over time
    • We are EXPLORING...by using students' growing science knowledge when considering issues of concern to them.

    • Success Criteria: I can/have...

      • Uploading the Sphero app and learning to use the app to control and drive the sphero.
      • understanding the laws of motion and their application while driving the sphero.
      • Reviewing a brief history of Newton and his discovery of the laws of motion and gravity
      • begin to understand the kinetic and potential energy and energy transformation
      • understand how energy cannot be created nor destroyed, it is only transformed as the laws of the conservation of energy states.

      Activities:

      1. Upload Sphero app and program sphero.
      2. Begin to drive the sphero.
      3.  Begin to apply the laws of motion
      4. Begin to apply knowledge of friction
      5. Begin to apply energy transformation
      6. Question how the energy is created by the battery to move the sphero.
      7. Begin the inquiry on simple electricity and magnetism

      Follow Up Tasks:
       Education perfect tasks.


    • Revisit lesson of class for next sessions.




  • 21 September - 26 September

  • 28 September - 4 October

    Term Break.

  • 5 October - 11 October

    term Break.

  • 12 October - 18 October


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
    • We are EXPLORING units by interpreting different quantities
    • We are EXPLORING unit conversions by connecting different units
    • We are connecting maths with science.


    • Success Criteria: I can/have...

      • measure distance and angles using standard units of measurements
      • use angles and measurements to calculate the unknown side/ length
      • identify the hypotenuse, opposite side, adjacent side of a right angled triangle
      • identify a right angled isosceles triangles
      • understand equal lengths have equal opposite angles in a triangle
      • create a rule using right angled triangle for calculating unknown side - Pythagoras rule
      • create a proportional  rule for similar triangles using a right angled triangle to calculate the height of a wall
      • plot coordinates using 3 figure bearings and graph the coordinates
      • draw simple linear graphs
      • use linear graphs to understand linear equations
      • create linear equation rule of y = mx+c from any straight line graph
      • using y=mx +c predict the value of y when there is a change in x

      Activities:

      1. Using Spheros plan a route using 3 figure bearings on the playground.
      2.  Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
      3. calculate speed using distance and time data
      4. plot a graph for speed using the rule y = mx +c
      5. use a A4 paper to create a clinometer,  ( right angled isosceles triangle)
      6. use properties of similar triangles to calculate height  (proportion)
      7. Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
      8. Use gravity to calculate the height of the school building and confirm the height measurement by using the similar triangle method 

      Follow Up Tasks:
      1. Complete Maths buddy and Ed Perfect science HW tasks.




  • 19 October - 25 October


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
    • We are EXPLORING units by interpreting different quantities
    • We are EXPLORING unit conversions by connecting different units
    • We are connecting maths with science.


    • Success Criteria: I can/have...

      • measure distance and angles using standard units of measurements
      • use angles and measurements to calculate the unknown side/ length
      • identify the hypotenuse, opposite side, adjacent side of a right angled triangle
      • identify a right angled isosceles triangles
      • understand equal lengths have equal opposite angles in a triangle
      • create a rule using right angled triangle for calculating unknown side - Pythagoras rule
      • create a proportional  rule for similar triangles using a right angled triangle to calculate the height of a wall
      • plot coordinates using 3 figure bearings and graph the coordinates
      • draw simple linear graphs
      • use linear graphs to understand linear equations
      • create linear equation rule of y = mx+c from any straight line graph
      • using y=mx +c predict the value of y when there is a change in x

      Activities:

      1. Using Spheros plan a route using 3 figure bearings on the playground.
      2.  Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
      3. calculate speed using distance and time data
      4. plot a graph for speed using the rule y = mx +c
      5. use a A4 paper to create a clinometer,  ( right angled isosceles triangle)
      6. use properties of similar triangles to calculate height  (proportion)
      7. Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
      8. Use gravity to calculate the height of the school building and confirm the height measurement by using the similar triangle method 

      Follow Up Tasks:
      1. Complete Maths buddy and Ed Perfect science HW tasks.





  • 26 October - 1 November

  • 2 November - 8 November

  • 9 November - 15 November

  • 16 November - 22 November

  • 23 November - 29 November

  • 30 November - 6 December

  • 7 December - 13 December

  • 14 December - 20 December