7W2 Science
Weekly outline
-
-
-
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 = AtMany and Relate =AboveRelate and Abstract = BeyondNCEA 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
-
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 = AtMany and Relate =AboveRelate and Abstract = BeyondNCEA 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
-
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:
- In groups recall 10, 18, 36 of elements.
- Recall element symbols.
- Draw atoms of each element, label
- Use the rule 2, 8, 8, 18 shell configuration for electrons in atoms
Follow Up Tasks:
1. EP HW. -
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:
- In groups recall 10, 18, 36 of elements.
- Recall element symbols.
- Draw atoms of each element, label
- Use the rule 2, 8, 8, 18 shell configuration for electrons in atoms
Follow Up Tasks:
1. EP HW.
-
-
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:
- Research saving Trees in Tane Forest
- Write up a plan
- Before: At home: Tasks on ed perfect, google classroom, teacher video. Create folder with difficult tasks with screenshots.
- During: In class: Focus: Solve folder with difficult problems
- After: Plan and Do: Create
Follow Up Tasks:
1. Practise on workbank using resources from EP. -
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:
- Research saving Trees in Tane Forest
- Write up a plan
- Before: At home: Tasks on ed perfect, google classroom, teacher video. Create folder with difficult tasks with screenshots.
- During: In class: Focus: Solve folder with difficult problems
- After: Plan and Do: Create
Follow Up Tasks:
1. Practise on workbank using resources from EP. -
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:
- Research saving Trees in Tane Forest
- Write up a plan
- Before: At home: Tasks on ed perfect, google classroom, teacher video. Create folder with difficult tasks with screenshots.
- During: In class: Focus: Solve folder with difficult problems
- After: Plan and Do: Create
Follow Up Tasks:
1. Practise on workbank using resources from EP. -
term break.
-
Term Break.
-
T2 W1
Hi allHope 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.
-
S4: Y7W1 Science: 12:00 Noon - 1:00 pmGoogle meet link: https://meet.google.com/lookup/f2sv6qk7g5 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! -
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.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.LI:Connect the water cycle with 3 states of matter and expansion of water at 4 degrees C to reduce densityTask: ED Perfect Science 10 mins, Q & AReview 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 CDensity of ice and water for ice to floatSC: structure of Hydrogen atomH20 as MoleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking connections with the Hydrogen atom, water, water cycle and 3 states of matterchange of the density of ice for ice to float on water. If ice would sinks life on Earth would end, discuss.SC: structure of h2 atomstructure of oxygen moleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking connections with the Hydrogen atom and life on Earth.Task: warm up; reading plus science 15 mins.Make connections with Hydrogen, the role of the sun, plants, H2O, the water cycle, The Nitrogen cycle, photosynthesis and how this connects with MRSCGREN to create life on Earth.SC: making connections with Hydrogen with life on Earth.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 densityTask: ED Perfect Science 10 mins, Q & AReview 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 CDensity of ice and water for ice to floatSC: structure of H2 atomstructure of oxygen molecule, H20 as MoleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking 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 -
-
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.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.LI:Connect the water cycle with 3 states of matter and expansion of water at 4 degrees C to reduce densityTask: ED Perfect Science 10 mins, Q & AReview 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 CDensity of ice and water for ice to floatSC: structure of Hydrogen atomH20 as MoleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking connections with the Hydrogen atom, water, water cycle and 3 states of matterchange of the density of ice for ice to float on water. If ice would sinks life on Earth would end, discuss.SC: structure of h2 atomstructure of oxygen moleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking connections with the Hydrogen atom and life on Earth.Task: warm up; reading plus science 15 mins.Make connections with Hydrogen, the role of the sun, plants, H2O, the water cycle, The Nitrogen cycle, photosynthesis and how this connects with MRSCGREN to create life on Earth.SC: making connections with Hydrogen with life on Earth.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 densityTask: ED Perfect Science 10 mins, Q & AReview 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 CDensity of ice and water for ice to floatSC: structure of H2 atomstructure of oxygen molecule, H20 as MoleculeProtein and Carbs as having HydrogenConnection with Photosynthesis, Vitamin DMaking 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 -
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:
- Refer to the spreadsheet in Google classroom and begin completing all incomplete work
- Tick the boxes in the spreadsheet as and when the tasks are completed
- 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 Tue Connect PPDAC to the Science Method complete distance learning complete distance learning Wed Thu
-
-
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 collaboration:
-
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 collaboration:
-
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 collaboration:
-
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 collaboration:
-
Term break.
-
Term break.
-
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
-
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
-
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
-
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:
- Attend Googlemeet and make sense of the Grid and the Journal.
- Begin completing the tasks on the grid and Engagement tracker every day.
- 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
-
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:
- Attend Googlemeet and make sense of the Grid and the Journal.
- Begin completing the tasks on the grid and Engagement tracker every day.
- 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
-
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:
- Attend Googlemeet and make sense of the Grid and the Journal.
- Begin completing the tasks on the grid and Engagement tracker every day.
- 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
-
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:
- Begin completing the tasks on the grid and Engagement tracker every day.
- Complete all online HW tasks
- Complete all of the above mentioned tasks
Follow Up Tasks:
1. Check journal for completion with photos as evidence2. 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
-
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:
- Upload Sphero app and program sphero.
- Begin to drive the sphero.
- Begin to apply the laws of motion
- Begin to apply knowledge of friction
- Begin to apply energy transformation
- Question how the energy is created by the battery to move the sphero.
- Begin the inquiry on simple electricity and magnetism
Follow Up Tasks:
Education perfect tasks.-
Revisit lesson of class for next sessions.
-
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:
- Upload Sphero app and program sphero.
- Begin to drive the sphero.
- Begin to apply the laws of motion
- Begin to apply knowledge of friction
- Begin to apply energy transformation
- Question how the energy is created by the battery to move the sphero.
- Begin the inquiry on simple electricity and magnetism
Follow Up Tasks:
Education perfect tasks.-
Revisit lesson of class for next sessions.
-
-
Term Break.
-
Term Break.
-
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 this week.
-
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:
- Using Spheros plan a route using 3 figure bearings on the playground.
- Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
- calculate speed using distance and time data
- plot a graph for speed using the rule y = mx +c
- use a A4 paper to create a clinometer, ( right angled isosceles triangle)
- use properties of similar triangles to calculate height (proportion)
- Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
- 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.
-
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 this week.
-
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:
- Using Spheros plan a route using 3 figure bearings on the playground.
- Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
- calculate speed using distance and time data
- plot a graph for speed using the rule y = mx +c
- use a A4 paper to create a clinometer, ( right angled isosceles triangle)
- use properties of similar triangles to calculate height (proportion)
- Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
- 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.
-
-
-
-
-
-
-
-