7C1 Science
Weekly outline
-
-
Kia ora 7C1
A very warm welcome to MHJC and Coast Whanau! Hope you had a relaxing break and are all set to start your exciting learning journey at MHJC.
Please bring your Science book, device and all the other stationery required in class so that we are prepared to start the year well :)
Our Science topic this term is The Living World.
Our Term 1 context is He waka eke noa. (We are all in this together.)
TERM 1
WEEK 1
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING What is Science?
- We are EXPLORING Ways in which we can classify major groups of living things
- We are EXPLORING characteristics of living and non living things
Success Criteria: I can/have...
- A fair idea of what the study of Science involves
- Understand that scientific theories can change
- Developed a sound understanding of the scientific process
Activities:
- What is Science? Record responses on board
- Watch video 'Nature of Science?'-
- Education Perfect task
- Flow chart of the scientific method
Homework:
Design poster/title page about what is Science?
-
Kia ora 7C1
WEEK 2
Context - He waka eke noa
Under our context this term we will be looking at how the Sun supports all life on Earth equally and is the most important source of energy for our planet. We will also look at how the interdependence of organisms on one another and their physical surroundings within an ecosystem is a delicate balance which can be disturbed by either environmental or human impacts. We will reflect on current environmental issues such as climate change, deforestation, global warming etc and what can we do at our level to help things as there is only one planet Earth and we are in this together.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING What is Science?
- We are EXPLORING Ways in which we can classify major groups of living things
- We are EXPLORING characteristics of living and non living things
Success Criteria: I can/have...
- Explain the purpose of classification in general
- State why we need classification in Life Science
- A fair understanding of classification based on cells(multi/uni) and backbone(vertebrate/invertebrate) with examples
- Use a simple dichotomous key
Activities:
- Why do we need to classify?-Record responses on board
- Come up, as a class, with a criteria to classify living and non-living things
- Attempt living, dead or never lived activity
- Copy simple classification key based on vertebrates/invertebrate and uni/multi cellular
- Design a simple key to classify writing tools-pens, pencils, whiteboard markers etc
- Introduction to dichotomous key-dinosaur identification activity
Homework:
Education Perfect
-
Kia ora 7C1
WEEK 3
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING What is Science?
- We are EXPLORING Ways in which we can classify major groups of living things
- We are EXPLORING characteristics of living and non living things
- We are EXPLORING recognising the seven processes of life
- We are EXPLORING analysing the seven life processes
Success Criteria: I can/have...
- Defne the term life processes
- Recognise the 7 life processes
- Cite examples of life processes
- Appreciate the role of energy in performing all life processes
- Know that there are life processes common to all living things and these occur in different ways
Activities:
- Brainstorm, as a class, what life processes mean-Brain map on board
- Introduce the scientific terms for students' responses eg going to the toillet-excretion
- Write down the seven life processes and their meanings in simple language
- Watch video -
- MRS GREN/NERG activities
Homework:
Education Perfect tasks
-
Kia ora 7C1
WEEK 4
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING What is Science?
- We are EXPLORING Ways in which we can classify major groups of living things
- We are EXPLORING characteristics of living and non living things
- We are EXPLORING recognising the seven processes of life
- We are EXPLORING analysing the seven life processes
Success Criteria: I can/have...
- Appreciate the role of Sun as a source of energy in performing all life processes
- Know that there are life processes common to all living things and they occur in different ways
Activities:
- Oral recap of the 7 life processes - MRS GREN/NERG
- Discuss the Sun as the major source of energy on Earth and how it supports life -What would the Earth be like without the sun's heat and light?
- Quiz-https://www.educationquizzes.com/ks2/science/life-processes/?q=life+processes
- Whole class writing on 7 life processes of a cat
- Water safety programme and First aid course this week
Homework:
Education Perfect -
Kia ora 7C1
WEEK 5
CAMP WEEK
HAPPY CAMPERS !!
-
Kia ora 7C1
WEEK 6
Success Criteria: I can/have...
- I can explain that there are life processes common to all living things and these occur in different ways
Activities:
- Introduce assessment
- Break down of different aspects of the assessment
- Show rubric
- Scaffold rubric
- Students start assessment in class - Teacher support and guidance
- Resources to help with assessment
- https://www.ncl.ac.uk/media/wwwnclacuk/teacherstoolkit/liviastellaputradjaja/MRS%20GREN%207%20Life%20processes.pdf
- https://www.oum.ox.ac.uk/thezone/animals/life/index.htm
- https://www.sciencelearn.org.nz/resources/14-characteristics-of-living-things
- https://prezi.com/v0vw1mu22peg/life-processes-of-cats/
- https://www.slideshare.net/iesbscience/plants-and-life-processes
https://www.dkfindout.com/us/animals-and-nature/what-is-living-thing/
Due Date
Friday 20th March
Homework:
Research for assessment
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to research the seven life processes of a chosen organism.
- We are PLANNING to present our findings digitally in a creative way.
-
Kia ora 7C1
WEEK 7
Success Criteria: I can/have...
- Define ecology and ecosystems
- Observe and identify the relationships between living and non-living things in an environment
- Make connections to explain the interactions with and interdependence of living and non living things in an environment
Activities:
- Teacher puts random words e.g. birds, soil, plants, rain etc on board. Asks students to identify connections/relationships among these. Record responses
- Introduce definition of Ecology and ecosystems. Copied in books
- Watch video - (up to 3.50 mins)
- From video discuss Biotic and Abiotic factors
- Quiz - http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm
- Ecosystems word search - https://thewordsearch.com/puzzle/341097/ms.-baker-ecosystems/downloadable/
- Draw an example of an ecosystem - Write how living and non-living things are interdependent
- Ecosystems interactive game - https://www.pbslearningmedia.org/resource/plum14.sci.life.feeddingo/feed-the-dingo-an-ecosystem-game/
Homework:
Education Perfect
FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing ecosystems and adaptations
- We are FOCUSING on describing interdependence of living and non-living things in an ecosystem
- We are Focussing on identifying adaptations and explaining different types of adaptations
-
Kia Ora 7C1
WEEK 8FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing ecosystems and adaptations
- We are FOCUSING on describing interdependence of living and non-living things in an ecosystem
- We are Focussing on identifying adaptations and explaining different types of adaptations
- Define habitat
- State what adaptation means
- Name the three main kinds of adaptation
- Identify the kind of adaptation a living thing is using
- Explain why and how plants and animals are suited to their habitat
- Write down what does adapting/adaptation mean
- What is the definition of a habitat
- Watch this Adaptation video -
- Write 5 adaptations you saw in the video
- Have a go at these Interactive games 1. http://desertmuseumdigitallibrary.org/kids/Games/Adaptations.html 2.http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-adaptations.htm
- Read the information on Types of adaptation and take the quiz - https://www.bbc.com/bitesize/guides/z7sdmp3/revision/1
Success Criteria: I can/have...
Activities:
Please attempt all the written activities on google docs. The interactive games and quiz can be completed online.
Homework:
Education Perfect
-
SCHOOL HOLIDAYS
TAKE CARE, STAY SAFE AND BE KIND
-
SCHOOL HOLIDAYS
TAKE CARE, STAY SAFE AND BE KIND
TERM 2 BEGINS WED 15TH MARCH (Through Distance Learning)
-
Kia ora 7C1
TERM 2 WEEK 1
Welcome to Term 2. Hope you and your families are well and you had a good break.
We will be continuing with the topics of Adaptation and Ecosystems for two weeks.
Success Criteria: I can/have...
- Define habitat
- State what adaptation means
- Name the 3 main kinds of adaptations
- Identify the kind of adaptation a living thing is using
- Explain how and why plants and animals are suited to their habitat
Activities:
- Attempt the Education Perfect tasks assigned to recap and revise what you had learnt in Adaptations last term. EP CODE - ZJ7C54
- If you do happen to finish all EP tasks before the end of the week please go to the last week before the holidays and complete any activities that you might not have finished.
Homework:
Education PerfectFOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing ecosystems and adaptations
- We are FOCUSING on describing interdependence of living and non-living things in an ecosystem
- We are Focussing on identifying adaptations and explaining different types of adaptations
-
Kia ora 7C1
TERM 2 WEEK 2
Success Criteria: I can/have...
- Explain what a food chain is
- Identify producers, primary and secondary consumers in a food chain
- Construct a food chain and show the feeding relationship of organisms in a food chain
Activities:
Session 1
- Read the information on Food chains only from this website - https://www.ducksters.com/science/ecosystems/food_chain_and_web.php
- Write the definition of a food chain in your own words (Do it on a doc if you don't have your Science book)
- Draw a food chain with these given plants and animals - hawk, grass, snake, bacteria and fungi, grasshopper and frog
Session 2
- Watch this video on Food chains -
- Answer the following questions:
- What is a major source of energy for plants?
- From the food chain you drew in session 1, name a producer, a primary consumer and a secondary consumer.
- What do decomposers do? (You can also refer to the information on the website in session 1)
- How do decomposers help the soil?
- Draw a pyramid showing energy transfer(On refill/paper). You can choose your own organisms for the pyramid. At the bottom of the page there is an example of an energy transfer pyramid.
Session 3
- Attempt the quiz to see what you have learnt about food chains - https://www.ducksters.com/science/quiz/food_chain_and_web_questions.php
- Food chain interactive game - https://www.cserc.org/sierra-fun/games/build-food-chain/
- Education Perfect task - Code - ZJ7C54
Homework:
Education PerfectFOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing ecosystems and adaptations
- We are FOCUSING on describing interdependence of living and non-living things in an ecosystem(Food chains)
- We are Focussing on identifying adaptations and explaining different types of adaptations
-
Kia ora 7C1
TERM 2 WEEK 3
We are wrapping up our topic of Ecosystems and adaptations. So, this week we are focussing on the uniqueness of New Zealand landform and ecology.
Success Criteria: I can/have...
- Begin to develop an understanding of the unusual landscape of NZ and its unique native plants and animals
Activities:
- Attempt the first EP task and answer the first question. Then do the second EP task and answer the second question.
- You can discuss the answers with someone(parent, caregiver, sibling etc) OR If you prefer to write do it on a doc/paper :
- How NZ was formed
- How did some plants and animals arrive in NZ and how are they unique
Homework:
Education PerfectFOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing ecosystems and adaptations
- We are FOCUSING on describing interdependence of living and non-living things in an ecosystem(Food chains)
- We are FOCUSSING on identifying adaptations and explaining different types of adaptations
- We are FOCUSSING on developing an appreciation of the uniqueness of NZ ecology
-
Kia ora 7C1
TERM 2 WEEK 4
This week we are going to learn about microorganisms and how we came to know about them.
Success Criteria: I can/have...
- Name the common microorganisms
- Understand that there are good and bad bacteria
- Research the life of Louis Pasteur and his contributions to the science of microbiology
Activities:
Session 1
- Read the information on microorganisms from the given website - https://k8schoollessons.com/micro-organisms/
- Do the activity - https://k8schoollessons.com/micro-organisms-activity/
- Read the following information on Bacteria and attempt the quiz at the end - https://www.ducksters.com/science/bacteria.php
Session 2 & 3
- Watch video (The life of Louis Pasteur) -
- Information and Quiz(at the end) on Louis Pasteur - https://www.ducksters.com/biography/scientists/louis_pasteur.php
- Activity booklet (Given below) - You will find a lot of fun activities in this booklet. Use the information in the video and from the website to attempt the activities. You can pick and choose which ones you want to do and how to do them (doc/paper). I can give you the answers if you would like to mark your work. Have fun!
Homework:
Activity Booklet Tasks
Catch up on Education Perfect tasks
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING classifying and recognising microorganisms
- We are EXPLORING the history of the science of microbiology by researching the life and contributions of Louis Pasteur
-
Kia ora 7C1
TERM 2 WEEK 5
This term our context is 'The Earth is healing.' It has been a tough past 6 weeks or so for all of us in some way or another. As our context suggests, we are choosing to focus on the positive effects of the situation and look at it from the point of view of science under the strand of Material world. The knowledge of materials and their properties prompts us to communicate, question and critically think about their role and purpose in society.
Success Criteria: I can/have...
- Identify the physical properties of a given substance
- Classify materials under different categories
- Define reversible and irreversible changes
Activities:
Session 1
- Look at the doc Physical properties. Follow the instructions on it to do your task.
- Do the classifying materials sheet.
Session 2
- Read the information on Reversible and irreversible changes. Do the quiz for each one.
- Reversible changes - https://k8schoollessons.com/reversible-changes/
- Quiz - https://k8schoollessons.com/reversible-changes-activity/
- Irreversible changes - https://k8schoollessons.com/irreversible-changes/
- Quiz - https://k8schoollessons.com/irreversible-changes-ks2-worksheets/
2. What is another name for reversible and irreversible changes? Give one example of each.
Session 3
- Complete work from Session 1 and 2
- Materials word search - https://thewordsearch.com/puzzle/4950/packaging-materials/
- Materials crossword - https://www.proprofs.com/games/crossword/materials-1/
- Education Perfect
Homework:
Education PerfectEXPLORE / TŪHURA learning intentions:
- We are EXPLORING...that objects can be classified under different categories based on observable properties
- We are EXPLORING...experimenting with and recognising reversible(Physical) and irreversible(Chemical) changes
-
Kia ora 7C1
TERM 2 WEEK 6
Success Criteria: I can/have...
- Define physical and chemical change
- Outline the difference between physical and chemical changes
- Correctly identify a process as a physical or chemical change
Activities:
Session 1
- Write the definition of Physical change and Chemical Change in your books
- Watch video -
Session 2
- Quiz - http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm
- Identify the given processes as a physical or a chemical change (refer to doc)
Session 3
- Interactive activity - https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
- Word search - https://www.proprofs.com/games/word-search/physical-and-chemical-changes/
Homework:
Catch up on tasks from previous lessonsEXPLORE / TŪHURA learning intentions:
- We are EXPLORING...that objects can be classified under different categories based on observable properties
- We are EXPLORING...experimenting with and recognising reversible(Physical) and irreversible(Chemical) changes
-
Kia ora 7C1
TERM 2 WEEK 7
This week we are going to start learning about the steps of the scientific method. This learning is geared towards your Science Fair projects.
Success Criteria: I can/have...
- Name the steps in the scientific method
- State what each step of the scientific method is
- Identify independent variable, dependent variable and controlled variable/s
Activities:
- Teacher asks starter questions to get students thinking and draw on background knowledge of 'what does a plant need to grow?'
- Discussion on what sort of things can we measure about the plant or things that affect its growth?
- Watch Brain Pop video on Scientific Method - https://www.brainpop.com/science/scientificinquiry/scientificmethod/
- Write down the steps of the Scientific Method in books
- Go back to video and identify the independent, dependent and controlled variable.
- Attempt activity for practice to identify independent, dependent and controlled variable.
- Practice writing hypothesis - Attempt PDF activity
Homework:
Complete activities from class
Start thinking about research question for Science FairEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the steps of the scientific method to question, research, experiment, interpret and analyse what we observe in the world around us.
-
Kia ora 7C1
TERM 2 WEEK 8
Success Criteria: I can/have...
- Recap of the scientific method and variables
- Identify the components of a Fair Test
Activities:
- Interactive activity for recap - http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm
- Discussion on "What is a Fair Test?'
- Experiments to understand a Fair test
- Looking at science fair projects from previous years.
Homework:
Come up with a few problems to investigate
Consult with group and narrow down to one question for Science Fair projectEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the steps of the scientific method to question, research, experiment, interpret and analyse what we observe in the world around us.
-
Kia ora 7C1
TERM 2 WEEK 9
Success Criteria: I can/have...
- Use the scientific method to create a science fair project that analyses a scientific occurence with an investigation or solve a problem with an invention.
Activities:
- After discussion with your group, choose a research question from your options
- Come up with a hypothesis (Teacher checkpoint)
- Start making observations/background research
- Write down the materials required for your experiment (Teacher checkpoint)
- Write Method to conduct experiment
- Science Fair ideas - https://www.pcsb.org/cms/lib/FL01903687/Centricity/Domain/3259/Sci_Investigation_Questions.pdf
Homework:
Science Fair ProjectsPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a Science Fair Project to demonstrate how the world of science works through research, hypothesis, observation and experimentation.
-
Kia ora 7C1
TERM 2 WEEK 10
Success Criteria: I can/have...
- Use the scientific method to create a Science Fair Project that analyses a scientific occurrence with an investigation or solve a problem with an invention.
Activities:
- Refer to checklist - see where group is at
- Check progress with Teacher
- If Method is written and typed up, start experiments (if equipment available at school) (Teacher supervision required if experimenting using lab equipment)
- Start collecting data from experiments
Homework:
Science Fair projectsPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a Science Fair Project to demonstrate how the world of science works through research, hypothesis, observation and experimentation.
-
Kia ora 7C1
TERM 2 WEEK 11
Success Criteria: I can/have...
- Use the scientific method to create a science fair project that analyses a scientific occurrence with an investigation or solve a problem with an invention
Activities:
- Check progress on Project against checklist
- Group conferencing with Teacher on progress and 'where at' and 'where to'
- Conduct experiments, trials, design prototypes etc
- Record findings
- Start collating data
- Think about how you will present data/findings
Homework:
Science Fair ProjectsPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a Science Fair Project to demonstrate how the world of science works through research, hypothesis, observation and experimentation.
-
Kia ora 7C1
TERM 2 WEEK 12
Success Criteria: I can/have...
- Use the scientific method to create a science fair project that analyses a scientific occurrence with an investigation or solve a problem with an invention
Activities:
- Aim to finish with your trials and experiments by midweek
- Record findings
- Collate data
- Present and analyse findings
- Write Conclusion
- Early finishers -
- https://www.brainpop.com/science/ecologyandbehavior/foodchains/
- https://www.educationquizzes.com/ks3/science/food-chains-and-webs-01/?q=food+chain
- https://quizizz.com/admin/quiz/5691e0b7df4228f45c96b97d/c-food-chain-food-web-energy-pyramid (Click on Practice)
Homework:
Science Fair ProjectsPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a Science Fair Project to demonstrate how the world of science works through research, hypothesis, observation and experimentation.
-
TERM HOLIDAYS
-
TERM HOLIDAYS
-
Kia ora 7C1
TERM 3 WEEK 1
Success Criteria: I can/have...
- Use the scientific method to create a science fair project that analyses a scientific occurrence with an investigation or solve a problem with an invention
Activities:
- Revisit your docs/sides of the Science Fair Investigation
- Proof read docs/slides
- Make sure you have a title for your project
- Start printing and planning layout of board
- Start gluing on after Teacher approval
Matariki video links
1. https://www.youtube.com/watch?
v=VGv6ED9U3t4 Homework:
Complete Science Fair ProjectPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create a Science Fair Project to demonstrate how the world of science works through research, hypothesis, observation and experimentation.
- Use the scientific method to create a science fair project that analyses a scientific occurrence with an investigation or solve a problem with an invention
-
Kia ora 7C1
TERM 3 WEEK 2
Success Criteria: I can/have...
- Understand the crew roles and responsibilities
- Ask questions to clarify doubts about roles and responsibilities
- Understand and explain the concept of Force
Activities:
- Meet the Wonder project ambassador
- Watch introductory video
- Complete Mission Brief 1
- Class discussion on what is force and what can it do
- Complete activity sheet on Force
- Work on completion of Science Fair Project
- Word find - https://www.turtlediary.com/game/force-and-motion-word-search.html
Homework:
Complete Science Fair ProjectEXPLORE / TŪHURA learning intentions:
- We are EXPLORING force through observation of motion of objects around us
- We are EXPLORING how to organise a crew and collaborate to understand roles and responsibilities in order to accomplish a mission.
-
Kia ora 7C1
TERM 3 WEEK 3
Success Criteria: I can/have...
- Explain how the force of friction works
- Suggest what would happen in the absence of friction in a given situation
- Identify the 4 basic things in rocketry
Activities:
- Recap of forces and motion
- video -
- What is the force of friction - Class discussion
- Investigate the question - What type of road surface would be safest in wet conditions? Explain your answer
- Complete wonder project module 1 mission command
Friction quiz -
Word find -
https://www.turtlediary.com/game/force-and-motion-word-search.html
Homework:
Education Perfect
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING force through observation of motion of objects around us
- We are EXPLORING how to organise a crew and collaborate to understand roles and responsibilities in order to accomplish a mission.
- We are EXPLORING the forces of friction and gravity by conducting simple experiments
-
Kia ora 7C1
TERM 3 WEEK 4
Success Criteria: I can/have...
- Recognise that gravity is a force (A pull)
- Identify the relationship between mass, weight and gravity
Activities:
- What is gravity - Students come up with their own definition of gravity
- Conduct experiment to show the relation between mass, weight and gravity
- Read information - https://www.bbc.co.uk/bitesize/topics/z4brd2p/articles/zr3xh39
- Video and quiz - https://jr.brainpop.com/science/forces/gravity/
- Video on gravitational pull of Earth -
- Complete Module 2 of wonder project
Homework:
Education PerfectEXPLORE / TŪHURA learning intentions:
- We are EXPLORING force through observation of motion of objects around us
- We are EXPLORING how to organise a crew and collaborate to understand roles and responsibilities in order to accomplish a mission.
- We are EXPLORING the forces of friction and gravity by conducting simple experiments
-
Kia ora 7C1
TERM 3 WEEK 5
Success Criteria: I can/have...
- Identify whether a force is balanced or unbalanced in a given scenario
Activities:
- Education Perfect tasks - Please try and catch up on your EP tasks. Start with the most recent ones. There are 2 new tasks this week on the topic of Forces and Motion.
- Ideas for practical off computer fun tasks for skill learning - Refer to doc sent to you
- Optional - EP Science competition starting Tuesday 18th Aug 6.00PM till Tuesday 25th Aug 6.00PM
- AKO PROJECT - To be set up by your LA Teacher on Google Classroom
Homework:
Education Perfect
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the forces of friction and gravity by conducting simple experiments
- We are EXPLORING balanced and unbalanced forces through observation of motion of objects around us
-
Kia ora 7C1
TERM 3 WEEK 6
Success Criteria: I can/have...
- Understand the relation between mass, weight and gravity
Activities:
Main Focus - AKO PROJECT
Education Perfect task on weight and mass and friction
Homework:
Education Perfect
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING force through observation of motion of objects around us
- We are EXPLORING the forces of friction and gravity by conducting simple experiments
- We are EXPLORING the forces of friction and gravity by finding their relation to mass and gravity
-
Kia ora 7C1
TERM 3 WEEK 7
Success Criteria: I can/have...
- Become familiar with the Engineering design process
- Aware of the health and safety guidelines in launching a rocket
Activities:
- Introduce the engineering design process
- Watch video
- Start drawing rocket designs
- Watch health and safety rules video
- Discuss launch hazards
Homework:
Education PerfectEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the engineering design process
- We are EXPLORING brainstorming rocket concepts
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing health and safety guidelines for rocket launching and identifying launch hazards
-
Kia ora 7C1
TERM 3 WEEK 8
Success Criteria: I can/have...
- Understand the forces acting on a rocket (aerodynamics)
- Design a rocket
Activities:
- Identify the forces acting on a rocket
- Explore these forces through simple experiments
- Finalise rocket design keeping the aerodynamics in mind
- Start creating prototype
Homework:
Education PerfectFOCUS / ARONGA learning intentions:
- We are FOCUSING on aerodynamics to identify and develop an understanding of the different forces acting on a rocket.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design and create a prototype of a rocket so that we can test launch it
-
Kia ora 7C1
TERM 3 WEEK 9
Success Criteria: I can/have...
- Construct a prototype of a rocket with the equipment provided
Activities:
- Explore different rocket designs (shape, durability, strength, aerodynamics etc)
- Create a prototype
- Launch prototype designs
- Collect flight data on distance and time and plot a graph
- Calculate speed using data
- Evaluate prototype design
Homework:
Research on rocket designs and launch anglesFOCUS / ARONGA learning intentions:
- We are FOCUSING on aerodynamics to identify and develop an understanding of the different forces acting on a rocket.
- We are FOCUSING on the features of a rocket to develop an understanding of what helps it to fly
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design and create a prototype of a rocket so that we can test launch it
-
Kia ora 7C1
TERM 3 WEEK 10
Success Criteria: I can/have...
- Use the rocket kit to launch my prototype design with the assistance of a teacher/ambassador
Activities:
- Review of health and safety rules before test flights begin
- Check that all flight resources are ready (rocket launcher, bike pump, water etc)
- Remind crew members of responsibilities
- Lunch rocket prototypes
- Evaluate and analyse results(improvements in design features, shape of fins, weight etc)
- Forces and motion video and quiz - http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm
- Forces and motion quiz - https://quizizz.com/admin/quiz/5e5d60c055fbca001b151142/forces-motion
- Force and Motion word search - https://www.turtlediary.com/game/force-and-motion-word-search.html
Homework:
Education PerfectPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design and create a prototype of a rocket so that we can test launch it
-
TERM HOLIDAYS
-
TERM HOLIDAYS
-
Kia ora 7C1
TERM 4 WEEK 1
Success Criteria: I can/have...
- Describe what a virus is
- Identify the main differences between virus and bacteria
- Understand how a virus needs a host cell to grow/multiply
- Find out how the immune system works
- Recognise the role of a vaccine in fighting a disease
Activities:
Class discussion on what is a virus? Is it living? If yes, how can you tell?
Watch video on Viruses - 1.https://www.youtube.com/watch?v=GFm45J8d7HI
Bacteria - https://www.youtube.com/watch?v=MaAmNE9oesA
Read an article on Martinus Beijerinck. List the differences between bacteria and virus mentioned in the article.
Watch video on how a virus attacks a cell. Attempt follow up activities
Read passage on Edward Jenner and describe in your own words how Edward Jenner's work with smallpox led to wiping out the disease.
Homework:
Complete class tasksEXPLORE / TŪHURA learning intentions:
- We are EXPLORING recognising features of a virus.
- We are EXPLORING researching viral diseases.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on comparing a bacteria and a virus.
- We are FOCUSING on identifying the purpose of a vaccine and defending against viral diseases.
- We are FOCUSING on the process of developing a vaccine.
-
Kia ora 7C1
TERM 4 WEEK 2
Success Criteria: I can/have...
- Understand and explain the function of the immune system in my own words
- A fair idea of how vaccines work
Activities:
- Quiz to recap last week's learning
- Discussion - Why do we have a fever when we are sick? What is the immune system?
- How does the immune system work video - https://www.youtube.com/watch?v=azE3rv5l28Y
- Complete related activities
- Interactive activities based on immune system defences, vaccines and how they work - Kids Boost Immunity
Homework:
Education Perfect
FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining the function of the immune system
- We are FOCUSING on identifying the purpose of a vaccine in defending against viral diseases
-
Kia ora 7C1
TERM 4 WEEK 3
Success Criteria: I can/have...
- Form a group and work cooperatively and collaboratively
- Identify a problem in the scenario of a Pandemic (Coronavirus)
Activities:
- Introduce the concept of probletunities - Necessity is the mother of invention
- Brainstorm problems/challenges we faced/are facing during the coronavirus Pandemic
- Teacher picks a problem from the ideas and asks class come up with possible solutions (existing ones as well)
- Form your groups
- Identify a problem
Homework:
Research work for Project
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying a problem/challenge in the scenario of a pandemic.
- We are FOCUSING on choosing a team to conduct research and develop our prototype.
-
Kia ora 7C1
TERM 4 WEEK 4
Success Criteria: I can/have...
- Collaborate to develop a prototype as a solution to a challenge or problem faced by individuals or a community during a pandemic
Activities:
- Identify a problem
- Fill in step 1 of your research document
- Step 2 - Start planning your research around your focus question
- Step 3 - Record and organise information in your own words to answer your focus question
Homework:
Research for ProjectFOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying a problem/challenge in the scenario of a pandemic.
- We are FOCUSING on choosing a team to conduct research and develop our prototype.
-
Kia ora 7C1
TERM 4 WEEK 5
Success Criteria: I can/have...
- Collaborate to develop a prototype as a solution to a challenge or problem faced by individuals or a community during a pandemic
Activities:
- Step 4 - Reflect on the information you have got so far. Is it reliable? Does it answer your focus question?
- Summarise your findings in a short paragraph.
- Step 5 - Design your prototype and list the resources and equipment you will need to make your prototype
- Begin making prototype
Homework:
Research for projectFOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying a problem/challenge in the scenario of a pandemic.
- We are FOCUSING on choosing a team to conduct research and develop our prototype.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to collaborate for designing and constructing an innovative prototype so that we can solve a problem we identified in the scenario of a pandemic.
-
Kia ora 7C1
TERM 4 WEEK 6
Success Criteria: I can/have...
- Collaborate to develop a prototype as a solution for a challenge or problem faced by individuals or a community during a pandemic.
Activities:
- Revisit your design - make changes/improvements based on new information
- Step 5 - Begin/Continue working on making a prototype
- Test prototype
- Make necessary changes/improvements
- Step 6 - Fill in reflection
Homework:
Ideas for making/improving prototypePLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to collaborate for designing and constructing an innovative prototype so that we can solve a problem we identified in the scenario of a pandemic.
-
Kia ora 7C1
TERM 4 WEEK 7
Success Criteria: I can/have...
- Know what our Solar System is made up of
- Name the planets in order from the Sun
- A fair understanding of why Planet Earth's atmosphere is unique
Activities:
- Name the components of our solar system
- Write the planets in correct order from the Sun
- Should Pluto be considered as a planet? Video - https://www.youtube.com/watch?v=OBN2idZbBKo
- Activity - Why is Earth perfect for life? What role does it's atmosphere play? Video - https://www.youtube.com/watch?v=foBGg2l9QSw
- Activity - Earth being a closed system what are some of the burning issues our planet earth is facing?
Homework:
Complete class tasksEXPLORE / TŪHURA learning intentions:
- We are EXPLORING recognising the uniqueness of planet Earth's position and its atmosphere
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the solar system and its components
-
Kia ora 7C1
TERM 4 WEEK 8
Success Criteria: I can/have...
- Know what our Solar System is made up of
- Name the planets in order from the sun
- A fair understanding of what makes planet Earth's atmosphere unique
Activities:
- Solar System quiz - https://www.ducksters.com/science/solarsystem.php
- Solar system quiz - https://www.educationquizzes.com/ks2/science/the-solar-system/?q=solar+system
- Education Perfect task
- Kahoot
- Quizziz - https://quizizz.com/admin/quiz/5bf96a0c250337001ae6f108/solar-system
- Earth and Beyond - crossword
- Word find - https://thewordsearch.com/puzzle/3488/astronomy/
Homework:
Complete Education Perfect taskEXPLORE / TŪHURA learning intentions:
- We are EXPLORING recognising the uniqueness of planet Earth's position and its atmosphere
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the solar system and its components
-
Kia ora 7C1
TERM 4 WEEK 9
Success Criteria: I can/have...
- Recap learning through quizzes and interactive games
Activities:
- Science quizzes, short videos and interactive activities, science games
- Science games - https://pbskids.org/cyberchase/
- https://www.spaceracers.com/
- https://kids.nationalgeographic.com/games/
Homework:
Complete EP tasks
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing an understanding of the solar system and its components
-