8W1 Global Studies
Weekly outline
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EXPLORE / TŪHURA learning intentions:
We are EXPLORING Aotearoa's natural environment... by investigating its geography.
We are EXPLORING Aotearoa's natural environment... by researching its native plants and animals.
We are EXPLORING Aotearoa's natural environment... by recognising the landscape and resources it had to offer its earliest settlers.
We are EXPLORING Aotearoa's natural environment... by displaying what we know about the environment using maps
Kia ora...
Success Criteria: I can/have...Identified key aspects of Auckland on a map
What is my prior geographical knowledge of NZ
Describe features of Auckland
Learn how to read a map and its key features
Understand the changes in the Environment that have occured because of Human migration and its effects
Activities:
ABL activities
Expectations of the class with class buy in
Negotiable Class treaty
Researching historical events
Follow Up Tasks: complete the google classroom readings. -
EXPLORE / TŪHURA learning intentions:
-
We are EXPLORING Aotearoa's natural environment... by investigating its geography.
-
We are EXPLORING Aotearoa's natural environment... by researching its native plants and animals.
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We are EXPLORING Aotearoa's natural environment... by recognising the landscape and resources it had to offer its earliest settlers.
-
We are EXPLORING Aotearoa's natural environment... by displaying what we know about the environment using maps
Kia ora...
Success Criteria: I can/have...Identified key aspects of Auckland on a map
What is my prior geographical knowledge of NZ
Describe features of Auckland
Learn how to read a map and its key features
Understand the changes in the Environment that have occured because of Human migration and its effects
Activities:
ABL activities
Expectations of the class with class buy in
Negotiable Class treaty
Researching historical events
Follow Up Tasks: complete the google classroom readings.
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on environmental colonisation... by identifying the impact Maori colonists had on Aotearoa’s environment.
We are FOCUSING on environmental colonisation.... by identifying the impact European colonists had on Aotearoa’s environment
Success Criteria: I can/have...
- completed the small assignment on my prior knowledge of Aotearoa.
- Voted in the class treaty discussion
- Further investigate the changes in the Environment that have occurred because of Human migration and its effects
- Identify key areas in Auckland
- Understand how exploration and innovation create opportunities and challenges for people, places and environments
- Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Activities:
- class brainstorm of what places you have visited in Auckland and which places you would like to see
- class trip to the top of the school car park to visualise Auckland before and after
- Geography locations of Auckland ( NORTH/SOUTH/EAST/WEST)
Follow Up Tasks:
Discussion with parents as to how and when you could visit these places
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on environmental colonisation... by identifying the impact Maori colonists had on Aotearoa’s environment.
We are FOCUSING on environmental colonisation.... by identifying the impact European colonists had on Aotearoa’s environment
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Success Criteria: I can/have...
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- completed the small assignment on my prior knowledge of Aotearoa.
- Voted in the class treaty discussion
- Further investigate the changes in the Environment that have occurred because of Human migration and its effects
- Identify key areas in Auckland
- Understand how exploration and innovation create opportunities and challenges for people, places and environments
- Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Activities:
- class brainstorm of what places you have visited in Auckland and which places you would like to see
- class trip to the top of the school car park to visualise Auckland before and after
- Geography locations of Auckland ( NORTH/SOUTH/EAST/WEST)
Follow Up Tasks:
Discussion with parents as to how and when you could visit these places -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on environmental colonisation... by identifying the impact Maori colonists had on Aotearoa’s environment.
We are FOCUSING on environmental colonisation.... by identifying the impact European colonists had on Aotearoa’s environment
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Success Criteria: I can/have...
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- Decided on 3 locations for your assessment
- Understand how exploration and innovation create opportunities and challenges for people, places and environments
- Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Activities:
This assessment requires students to present the above 3 places to whanau and friends and visit these 3 areas in the next 5 weeks with Whanau/family and friends and provide evidence of each of these 3 visits. Find and plan out the following…
The distance of these 3 places are to visit from your house ( use google maps)
The time it will take to get there from your house ( use google maps)
What activities that you can do there and for you all to possibly participate in some
What facilities are available ( picnic places, toilets, parking etc)
Local history and the Iwi of the area
Negotiate with a friend or family member a suitable day to visit these places
The above criteria will also be presented in a document and uploaded onto MHJC online along with photos or video of these places as evidence.
Follow Up Tasks:
Discussion with parents as to how and when you could visit these places -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on environmental colonisation... by identifying the impact Maori colonists had on Aotearoa’s environment.
We are FOCUSING on environmental colonisation.... by identifying the impact European colonists had on Aotearoa’s environment
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Success Criteria: I can/have...
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- Decided on 3 locations for your assessment
- Understand how exploration and innovation create opportunities and challenges for people, places and environments
- Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Activities:
This assessment requires students to present the above 3 places to whanau and friends and visit these 3 areas in the next 5 weeks with Whanau/family and friends and provide evidence of each of these 3 visits. Find and plan out the following…
The distance of these 3 places are to visit from your house ( use google maps)
The time it will take to get there from your house ( use google maps)
What activities that you can do there and for you all to possibly participate in some
What facilities are available ( picnic places, toilets, parking etc)
Local history and the Iwi of the area
Negotiate with a friend or family member a suitable day to visit these places
The above criteria will also be presented in a document and uploaded onto MHJC online along with photos or video of these places as evidence.
Follow Up Tasks:
Discussion with parents as to how and when you could visit these places -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on environmental colonisation... by identifying the impact Maori colonists had on Aotearoa’s environment.
We are FOCUSING on environmental colonisation.... by identifying the impact European colonists had on Aotearoa’s environment
-
Success Criteria: I can/have...
-
- Decided on 3 locations for your assessment
- Understand how exploration and innovation create opportunities and challenges for people, places and environments
- Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
Activities:
This assessment requires students to present the above 3 places to whanau and friends and visit these 3 areas in the next 5 weeks with Whanau/family and friends and provide evidence of each of these 3 visits. Find and plan out the following…
The distance of these 3 places are to visit from your house ( use google maps)
The time it will take to get there from your house ( use google maps)
What activities that you can do there and for you all to possibly participate in some
What facilities are available ( picnic places, toilets, parking etc)
Local history and the Iwi of the area
Negotiate with a friend or family member a suitable day to visit these places
The above criteria will also be presented in a document and uploaded onto MHJC online along with photos or video of these places as evidence.
Follow Up Tasks:
Discussion with parents as to how and when you could visit these places -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Creating an informative educational brochure of an Auckland Volcano to persuade your parents to go there on a family trip.
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Success Criteria: I can/have...
- Read the assessment criteria
- Understand what is required
- Completed all the research tasks needed to upload my assessment
Activities:
This assessment requires students to present the 3 places to whanau and friends and visit these 3 areas ( if possible with parental permission given the lockdown circumstances) in the next 3 weeks with Whanau/family and friends and provide some evidence of this.
Look at Google classroom to see recent posts from DGA with further tasks if you have finished the above
Follow Up Tasks:
Discussion with parents as to if how and when you could visit these places.
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Creating an informative educational brochure of an Auckland Volcano to persuade your parents to go there on a family trip.
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Success Criteria: I can/have...
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- Read the assessment criteria
- Understand what is required
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- Completed all the research tasks needed to upload my assessment
Activities:
This assessment requires students to present the 3 places to whanau and friends and visit these 3 areas ( if possible with parental permission given the lockdown circumstances) in the next 3 weeks with Whanau/family and friends and provide some evidence of this.
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Look at Google classroom to see recent posts from DGA with further tasks if you have finished the above
Follow Up Tasks:
Discussion with parents as to if how and when you could visit these places. -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Creating an informative educational brochure of an Auckland Volcano to persuade your parents to go there on a family trip.
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Reading the Enviro Blog daily and completing the article review on each article
Success Criteria: I can/have...
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- Read the assessment criteria
- Understand what is required
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- Completed all the research tasks needed to upload my assessment
- Read each Enviro blog article posted by the Enviro Council students
Activities:
This assessment requires students to present the 3 places to whanau and friends and visit these 3 areas ( if possible with parental permission given the lockdown circumstances) in the next 3 weeks with Whanau/family and friends and provide some evidence of this.
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Complete the new google classroom daily task: Enviro Blog reading
Follow Up Tasks:
Discussion with parents as to if how and when you could visit these places. -
Find a similar article that relates to the Enviro blog content
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Creating an informative educational brochure of an Auckland Volcano to persuade your parents to go there on a family trip.
-
Reading the Enviro Blog daily and completing the article review on each article
Success Criteria: I can/have...
-
- Read the assessment criteria
- Understand what is required
-
- Completed all the research tasks needed to upload my assessment
- Read each Enviro blog article posted by the Enviro Council students
Activities:
This assessment requires students to present the 3 places to whanau and friends and visit these 3 areas ( if possible with parental permission given the lockdown circumstances) in the next 3 weeks with Whanau/family and friends and provide some evidence of this.
-
Complete the new google classroom daily task: Enviro Blog reading
Follow Up Tasks:
Discussion with parents as to if how and when you could visit these places. -
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Find a similar article that relates to the Enviro blog content
-
EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Creating an informative educational brochure of an Auckland Volcano to persuade your parents to go there on a family trip.
-
Reading the Enviro Blog daily and completing the article review on each article
Success Criteria: I can/have...
-
- Read the assessment criteria
- Understand what is required
-
- Completed all the research tasks needed to upload my assessment
- Read each Enviro blog article posted by the Enviro Council students
Activities:
This assessment requires students to present the 3 places to whanau and friends and visit these 3 areas ( if possible with parental permission given the lockdown circumstances) in the next 3 weeks with Whanau/family and friends and provide some evidence of this.
-
Complete the new google classroom daily task: Enviro Blog reading
Follow Up Tasks:
Discussion with parents as to if how and when you could visit these places. -
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Find a similar article that relates to the Enviro blog content
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1st Week back after Lockdown:
Catch up week and chance to settle back into school.
Refer to Google classroom for the tick box spreadsheet that explains the required completion of work
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2nd Week back after Lockdown:
Explore our term 2 context. This will be influenced by the completion of the student survey completed last week.
Refer to Google classroom for tasks and activities
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Covid 19
Understanding viruses/disease and how it spreads
Understanding when and how the Covid 19 started
Immune system and vaccinations
Impact on the pandemic on the world - humans/animals
Impact on the global Lockdown on the world - environment and economics (employment/travel)
What different governments have done to respond to the pandemic - who has been successful?
Historical pandemics - comparison to this pandemic
Success Criteria: I can/have...
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- viewed the different video clips ( General cultural understanding of disease, History of infectious diseases. Animals and disease, the plague, Spanish flu, witchdoctors.Wet Markets,
Activities:
Video clips
class discussions
creating alternative scenarios
Follow Up Tasks:
Discussion and viewing of wet markets video with parents to gain their perspective-
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on Covid 19
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Understanding viruses/disease and how it spreads
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Understanding when and how the Covid 19 started
-
Immune system and vaccinations
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Impact on the pandemic on the world - humans/animals
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Impact on the global Lockdown on the world - environment and economics (employment/travel)
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What different governments have done to respond to the pandemic - who has been successful?
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Historical pandemics - comparison to this pandemic
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Success Criteria: I can/have...
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- viewed the different video clips ( General cultural understanding of disease, History of infectious diseases. Animals and disease, the plague, Spanish flu, witchdoctors.Wet Markets,
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Activities:
Video clips
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class discussions
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creating alternative scenarios
Follow Up Tasks:
Discussion and viewing of wet markets video with parents to gain their perspective -
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PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING on creating and performing a play about diseases by...- By working collaboratively within our groups
- By applying our knowledge of diseases when creating our scripts
- By practicing and developing our play in rehearsals
- By performing our play to the class
- By creating an informative skit
Success Criteria:
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on The NZ Political system.....by looking at MMP
We are FOCUSING on different types of Government.... by identifying what types of Government are in different countries past and present.
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Success Criteria: I can/have...
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- Describe MMP
- Understand how different systems of Government work
- Become a key member of my selected political party and campaigned for our issues
Activities:
Write a brief party manifesto - what does your party stand for?
Leader writes and films an introductory speech
Create a logo, slogan and select a theme song
Create a campaign that includes - posters, memes, short video clips, tweets, social media posts
What material/resource do you need for your campaign?
Write policy statements for Environment
Write policy statements for Tourism Industry crisis & the border
Write policy statements for Referendums
Write policy statements for a whanau issue of your choice
Write policy statements for end of year whanau trip
Electorate Candidates - why vote for me?
Campaign and vote to have your party win the Water elections
Follow Up Tasks:
Follow the NZ elections as well as the US elections -
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EXPLORE / TŪHURA learning intentions:
We are FOCUSING on The NZ Political system.....by looking at MMP
We are FOCUSING on different types of Government.... by identifying what types of Government are in different countries past and present.
-
Success Criteria: I can/have...
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- Describe MMP
- Understand how different systems of Government work
- Become a key member of my selected political party and campaigned for our issues
Activities:
Write a brief party manifesto - what does your party stand for?
Leader writes and films an introductory speech
Create a logo, slogan and select a theme song
Create a campaign that includes - posters, memes, short video clips, tweets, social media posts
What material/resource do you need for your campaign?
Write policy statements for Environment
Write policy statements for Tourism Industry crisis & the border
Write policy statements for Referendums
Write policy statements for a whanau issue of your choice
Write policy statements for end of year whanau trip
Electorate Candidates - why vote for me?
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Campaign and vote to have your party win the Water elections
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Follow Up Tasks:
Follow the NZ elections as well as the US elections -
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- We are EXPLORING cultural celebrations by recognisingNew Zealand's culture and traditions.
- We are EXPLORING cultural celebrations by discovering other cultures celebrations and traditions.
- We are FOCUSING on developing a script for the culture performance showcase.
- We are FOCUSING on identifying different cultural celebrations for events.
Success Criteria: I can/have...
- Describe what a statutory holiday means
- list the Stat holidays in NZ and what each of them mean
- Listed 2 cultural events or celebrations from my parents and explained them in detail
- We are starting to intertwine different cultural performances or costumes for the performance showcase
- Describe what a statutory holiday means
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- We are EXPLORING cultural celebrations by recognisingNew Zealand's culture and traditions.
- We are EXPLORING cultural celebrations by discovering other cultures celebrations and traditions.
- We are FOCUSING on developing a script for the culture performance showcase.
- We are FOCUSING on identifying different cultural celebrations for events.
Success Criteria: I can/have...
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- Describe what a statutory holiday means
- list the Stat holidays in NZ and what each of them mean
- Listed 2 cultural events or celebrations from my parents and explained them in detail
- We are starting to intertwine different cultural performances or costumes for the performance showcase
- Describe what a statutory holiday means
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- We are EXPLORING cultural celebrations by recognisingNew Zealand's culture and traditions.
- We are EXPLORING cultural celebrations by discovering other cultures celebrations and traditions.
- We are FOCUSING on developing a script for the culture performance showcase.
- We are FOCUSING on identifying different cultural celebrations for events.
Success Criteria: I can/have...
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- Describe what a statutory holiday means
- list the Stat holidays in NZ and what each of them mean
- Listed 2 cultural events or celebrations from my parents and explained them in detail
- We are starting to intertwine different cultural performances or costumes for the performance showcase
- Describe what a statutory holiday means
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- We are EXPLORING cultural celebrations by recognisingNew Zealand's culture and traditions.
- We are EXPLORING cultural celebrations by discovering other cultures celebrations and traditions.
- We are FOCUSING on developing a script for the culture performance showcase.
- We are FOCUSING on identifying different cultural celebrations for events.
Success Criteria: I can/have...
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- Describe what a statutory holiday means
- list the Stat holidays in NZ and what each of them mean
- Listed 2 cultural events or celebrations from my parents and explained them in detail
- We are starting to intertwine different cultural performances or costumes for the performance showcase
- Describe what a statutory holiday means
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