7F2 Global Studies
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are DEFINING "What is a Treaty?"
- We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
- We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
- We are EXPLORING the key differences between the Māori and English versions of the Te Tiriti o Waitangi.
- We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
- We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
- We are RESEARCHING to place ourselves in the wider context of people and places that represent my whakapapa.
Kia ora 7F2. It is my pleasure to be your Global Studies teacher this year.My e-mail address is: aselagan @mhjc.school.nz
Term One's context is ‘Tūrangawaewae - Where do we stand?” where your transition to Ngahere/Forest Whānau will be supported through our exploration of identity and place through the Māori World View.
Whakataukī: Mā te taiao kia whakapakari tōu oranga ‘Let nature in, strengthen your well-being.’
Authentic Outcomes: Camp Adair, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo.
UN Goal: #11 ‘Sustainable Communities and Cities’
This week we will sign up to our 7F2 'Google Classroom' page to complete our 'Why do we Celebrate Waitangi Day?' learning activity. Next week you will learn how to create your own personal mihi.
Google classroom code:
Class codeypxucww
Activities:- Please first complete your Reading Plus InSite test. This should take between 20 and 30 minutes.
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Refer to current events articles - 2018 and 2019 Waitangi Day messages (speeches) by Prime Minister Jacinda Adern.
Note-taking of key messages from 2019 speech. - View the video below... Waitangi - What Really Happened: Part 1
- Open the document in Google Classroom titled, 'Why do we celebrate Waitangi day?' and record your name and class.
- View video (as a class) 'The Treaty of Waitangi - An Introduction'.
- Complete questions 1-3 using the link provided and the information learned from the short video.
- View the A3 hard copy of the Treaty of Waitangi in English, Maori translation, then the Maori version that has been translated into English again. Discuss.
- Complete the chart on Pg 2, to identify the similarities and differences between the English and Maori versions of the Treaty. Highlight which of the 3 articles are 'the same' or 'different'.
- Complete questions 5 & 6 then revise your document, before 'turning in'.
Please complete any unfinished questions for homework and 'Turn in' your finished document by Monday 10th February.
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Activities:- Please first complete your Reading Plus InSite test. This should take between 20 and 30 minutes.
- Refer to current events articles - 2018 and 2019 Waitangi Day messages (speeches) by Prime Minister Jacinda Adern.
Note-taking of key messages from 2019 speech. - View the video below... Waitangi - What Really Happened: Part 1
- Open the document in Google Classroom titled, 'Why do we celebrate Waitangi day?' and record your name and class.
- View video (as a class) 'The Treaty of Waitangi - An Introduction'.
- Complete questions 1-3 using the link provided and the information learned from the short video.
- View the A3 hard copy of the Treaty of Waitangi in English, Maori translation, then the Maori version that has been translated into English again. Discuss.
- Complete the chart on Pg 2, to identify the similarities and differences between the English and Maori versions of the Treaty. Highlight which of the 3 articles are 'the same' or 'different'.
- Complete questions 5 & 6 then revise your document, before 'turning in'.
Please complete any unfinished questions for homework and 'Turn in' your finished document by Monday 10th February.
OTHER ACTIVITIES:
1. KUPU of the week: To gain a better understanding of Maori concepts
2 .Current Events: Kahoot , Trivia , Current event articles
3. Read the following article and produce a PMI Chart : https://www.stuff.co.nz/national/104100739/treaty-of-waitangi-what-was-lost
4. Homework: Title page for Global. What is your understanding of Global Studies/Social Studies? Please use the first page of your book to make this title page. Due date: 12 February
Kia Ora , I will not be at school tomorrow so please aim to complete the following:
Complete your title page
- Read the following article (link) and write down 10 interesting facts : https://www.stuff.co.nz/national/104100739/treaty-of-waitangi-what-was-lost
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Kia Ora Students
Through our learning context ‘Tūrangawaewae - Where do we stand?” we will continue to EXPLORE identity and place through the Māori World View.
Whakataukī: Mā te taiao kia whakapakari tōu oranga ‘Let nature in, strengthen your well-being.’
Authentic Outcomes: Camp Adair, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo.
UN Goal: #11 ‘Sustainable Communities and Cities’This week we will also be focusing on the differences between the texts from the Treaty of Waitangi.We going to continue developing our understanding of some Moari concepts by having a KUPU of the week.
We also going to begin our context and link this to your Mihi that you have delivered in your Te Teo classes.
Please note that you need complete your pepeha poster for homework during Weeks 3 and 4 (it is to be handed in before camp, during Week 5). I will guide and support you during our class sessions as well.
Activities:
1. Create a profile of yourself1.1 Speak to your family members about your whakapapa (genealogy) that could be represented in your mihi poster.
2. Read through the slideshow, 'My Mihi - Whakapapa' on google classroom
3. View the two exemplars of completed mihi posters on google classroom. Contribute to the class discussion, what effective visual and verbal features have been used?
5. Start developing a draft your personal mihi in your Global Studies exercise book in both English and Te Reo, carefully selecting mountains, oceans, rivers and people that are important to you and to your family.Please use the screenshot at the top of this week's course page to guide and support you. The draft must be checked by Mrs Selagan.We will work together in class. -
Kia Ora Students
Through our learning context ‘Tūrangawaewae - Where do we stand?” we will continue to EXPLORE identity and place through the Māori World View.
Whakataukī: Mā te taiao kia whakapakari tōu oranga ‘Let nature in, strengthen your well-being.’
Authentic Outcomes: Camp Adair, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo.
UN Goal: #11 ‘Sustainable Communities and Cities’This week we will be focusing on moving onto the next step of drafting our Mihi Posters.We going to continue developing our understanding of some Moari concepts by having a KUPU of the week.
Please note that you need complete your pepeha poster for homework during Weeks 3 and 4 (it is to be handed in before camp, during Week 5). I will guide and support you during our class sessions as well.
Activities:
DO NOW: https://k8schoollessons.com/continents-and-oceans-of-the-world-activity/
1. Kupu of the Week and unpacking the WAME for your Assessment 12. Read through the slideshow, 'My Mihi - Whakapapa' on google classroom
3. View the two exemplars of completed mihi posters on google classroom. Contribute to the class discussion, what effective visual and verbal features have been used?
4. Start developing a draft your personal mihi in your Global Studies exercise book in both English and Te Reo, carefully selecting mountains, oceans, rivers and people that are important to you and to your family.Please use the screenshot at the top of this week's course page to guide and support you. The draft must be checked by Mrs Selagan.We will work together in class.5. Listening and analysing music videos -"where do we stand"
6. Mapping skills (Map of NZ)
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FOCUS / ARONGA learning intentions:
- We are PRIORITISING and ACKNOWLEDGING tangata whenua by learning our pepeha (in Te Reo).
- We are IDENTIFYING physical and spiritual landmarks that are important to our whakapapa.
- We are EXPLAINING our pepeha/whakapapa to our peers.
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
Kia Ora Students
Through our learning context ‘Tūrangawaewae - Where do we stand?” we will continue to EXPLORE identity and place through the Māori World View.
Whakataukī: Mā te taiao kia whakapakari tōu oranga ‘Let nature in, strengthen your well-being.’
Authentic Outcomes: Camp Adair, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo.
UN Goal: #11 ‘Sustainable Communities and Cities’
This week you will delivering your Pepeha Posters.We going to continue developing our understanding of some Maori concepts by having a KUPU of the week.
Please note that you need complete your pepeha poster for homework during Weeks 4 (it is to be handed in before camp on Wednesday. I will guide and support you during our class sessions as well.
Activities:
DO NOW: Checklist: The WAME against your Pepeha poster
1. Skills required for a successful camp -leadership,friendship, collaboration and problem solving.Describe in 3-4 sentences how you would use this at Camp Adair2. Delivering Part 1 of our Assessment
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FOCUS / ARONGA learning intentions:
- We are PRIORITISING and ACKNOWLEDGING tangata whenua by learning our pepeha (in Te Reo).
- We are IDENTIFYING physical and spiritual landmarks that are important to our whakapapa.
- We are EXPLAINING our pepeha/whakapapa to our peers.
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua
Activities:
- Do now: Current Events: Flags, Continents and Capitals
- Posters due: Monday: 9 March
- Choose 3 areas from your poster (for example: you used symbols, colour, geographical features, and Te Reo? and write an explanation for your poster - Please refer the the rubric that I shared on google classroom so that you have a clear idea on the expectations of your assessment.
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FOCUS / ARONGA learning intentions:
- We are PRIORITISING and ACKNOWLEDGING tangata whenua by learning our pepeha (in Te Reo).
- We are EXPLAINING our pepeha/whakapapa to our peers.
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
Activities:
1. 'Do Now Task': Current Events: Kahoot
2. Learning our Pepeha in class and at home.3. Visit to Tane Forest to connect with our Papatūānuku (the Earth mother). - Tuesday - Session 3
4. Essay/Paragraph writing - Using the examples on google classroom to support you.
Further Learning:• Please practice your Pepheha at home.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the strong spiritual bonds Māori have with the land - Papatūānuku (the Earth mother).
- We are FOCUSING on the Māori world view of taonga/treasures (such as land, soil and water).
- We are FOCUSING on the Māori concept of kaitiakitanga (guardianship and conservation) of these taonga.
- We are FOCUSING on understanding kaitiakitanga as a source of unity and identity for tangata whenua.
Activities:
- DO NOW: Kahoot and Map of NZ
- Drafting paragraphs 1 and 2 of My Pepeha Essay - Please refer to my detailed e-mail to direct you in your writing task for the rest of the week.Please e-mail me if you have any questions.
- Timeline of ancient Maori culture (In your books)
- Analysis of Maori Music videos that topped the music charts (past and present) -https://www.nzherald.co.nz/entertainment/news/article.cfm?c_id=1501119&objectid=11486484
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Welcome back to Term 2. As per Mr Morrison's e-mail ,we're going to be conducting online learning for the first two weeks of the term 2.
For Global Studies we will be finishing the 'Assessment 1' activities. I have extended the due date once again ( 20 April 2020), however if you are confident to upload, please do so.Remember, that I will support you with the uploading process during our online session on Thursday. I also have a step by step document on how to upload vis your e-mail. Please check you e-mails on a daily basis.
a) Pepeha Poster - Completedb) Learn your Pepeha at home - In progress
c) Use the essay scaffold (I e-mailed this copy to you) to finish your SEXY Pepeha paragraphs (essay). You are being asked to type this onto a Google document .
As per my last e-mail to you, I will also provide you with some "exciting do now activities" and once you finish your Assessment 1, we will move on to other Anzac Day activities. Please check your MHOL every week for the updates
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our essay using a writing scaffold
- We are CONSULTING with family members to learn more about family ancestry/whakapapa and experiences
- We are APPLYING the SEXY acronym to structure our paragraph writing
- We are PERFORMING our Pepeha, in PREPARATION for SHARING
Success Criteria:
• I can identify what the SEXY acronym stands for in paragraph writing
• I can attempt to apply the SEXY paragraph structure to my writing
• I can learn (memorise) my personal pepeha in Te Reo
• I can submit my completed Pepeha poster for marking
• I can retrieve information from a range of sources to respond to 7F1's Weekly Current Events QuizActivities: Distance Learning
1. Complete the Essay -Use the essay scaffold to finish your SEXY paragraphs about your Pepeha poster.Please use the screenshot below to guide you in writing your essay
2. Practice your Pepeha
3. See you all on google Meet during Session 2 on Thursday - I will e-mail you the link.
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Kia Ora Everyone
This week, we will focus on uploading your Assessment. Please follow the step by step guide that I e-mailed last week Thursday.
We will meet on Google Meet on Monday: 20 April (Session 4) and Thursday: 23 April (Session 2)
We also move onto some other tasks and activities on Anzac Day
Activities:
DO NOW: Introducing the Lockdown diary - How is this going (Remember this is a working progress document)I will check this when we return back to school.Have fun!
- Anzac Day Quiz (How much do we know about Anzac Day?) Please have your Global Studies Books Ready for Thursday's sessions quiz)
- Anzac day Tasks (To be presented On Google Meet) -Powerpoint and fun fact sheet (Question and Answers)
- Please complete the fun fact sheet -all 20 questions (attached below)
- Complete the following Anzac Day tasks as homework. There is no due date. It is heaps of fun. Select four fun Anzac Day activities to complete from the poster below. The activities do not all need to be in the same row - you're free to choose! You will be sharing a description of the activities you completed as a part of our classwork next week. Remember to take photos or record down links to website resources and activities etc, as evidence.
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Kia Ora Everyone
This week, you will focus on completing all the Anzac Day Activities.You will also get the opportunity to update your Holistic Report Website.
Learning intentions:
- We are PLANNING to complete all Anzac Day Activities,and evidence of these activities should be provided
Success Criteria:
• I can participate in ANZAC remembrance activities, to help remember and record the past in different waysActivities: Distance Learning
- Anzac Day Fun Fact Sheet
- Anzac Day poster activities
- Holistic Report Website Evidence to begin upolading
- We are PLANNING to complete all Anzac Day Activities,and evidence of these activities should be provided
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PERFORMING our Pepeha ONLINE, in PREPARATION for SHARING
Success Criteria:
• I can learn (memorise) my personal pepeha in Te ReoActivities: Distance Learning
1. Upload all Anzac Day tasks on google classroom (Fun Fact sheet and 3 evidence of 3 activities)
2. Deliver your Pepeha via Google Meet ( Please read the requirements)Requirements:- The Pepeha that you had uploaded onto MHOL needs to be delivered on Monday.(Please do not use another Pepeha)- You will need to put your camera on for the duration of the session.- The rest of you will be present and if you are not delivering, your microphone will be on mute.- I will randomly choose a person from my class list. I will give you a number based on your position on the roll list. When I call out a number, you will get ready to deliver.- Please practice your Pepeha from tomorrow so that you are confident by Monday- If you do not attend this session, you will still be required to deliver this at another google meet session.
3. See you all on google Meet during Session 4 on Monday and Tuesday (Session 3) - 4th and 5th May4. Turangawaewae Tasks - All work must be completed in your Global Studies books (I have shared the Turangawaewae document with you via e-mail on the 4th of May). All task should be completed by the end of this week.
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Welcome to Week 5's distance learning in Global Studies. This week you will be completing several aspects of your digital citizenship ePassport and uploading evidence to your Great Learner Evidence Website.
Thank you for continuing to follow your school timetable and checking your emails at least twice a day.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our capability in using digital technologies to achieve desired outcomes
- We are COLLECTING evidence of our learning for display on our Great Learner Evidence Websites
Success Criteria: 'I am a digitally fluent student, because...'
- I can find and access information quickly and accurately
- I can critique the relevance and accuracy of information
- I can produce and organise digital content
- I can consistently use digital technologies responsibly including social media, digital security (self-protection) and copyright
Activities: Our ePassport activities will be discussed during our Google Meet session at 12 noon on Monday 11th May.
1. On Monday, please navigate to our Google Classroom page. Click on 'Classwork' then the 'eLearning' tab 🙂👍
2. As a class, we will read through the 1. Home page, 2. the Organisation tasks link and 3. finally the Cyber safety tasks link.
3. Please create a 2020 folder in your Google Drive, then subfolders for each subject. Please also create an ePassport evidence folder, with the headings Bronze, Silver, Gold, and Platinum. Once you have filed your class documents, take an evidence 'screenshot' to show that you are well organised - this is your 'Bronze Badge' evidence.
4. Start your Interland Games, to learn more about cyber safe behaviours that we require of you at MHJC. Take a screenshot of each of the 5 certificates you are required to earn and file these into your 'Silver Badge' evidence folder.
5. On Tuesday 12th May we will have our second Google Meet video conference at 11am. You will start to collect screenshot evidence of your Digital Capability tasks in your folder labelled, eg. use of Google Slides, Google Sites, Google Sheet, Google Calendar, etc. File these into your 'Gold Badge' folder.I am sure that you will really enjoy earning your ePassport eBadge this year. I shall look forward to talking to you during our Google Meet 'video-conference' sessions this week.
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Welcome back to school everyone - we have certainly missed you! This week we will be starting our new context titled, 'The Outlook for Someday'.🌴
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the 4 pillars of sustainability
- We are EXPLORING issues in terms of a sustainable world
- We are EXPLORING various issues and making decisions about possible actions
Success Criteria:- I can define sustainability
- I can discuss the four pillars or lenses of sustainability
- I can discuss issues, in terms of a sustainable world
Activities:
1. Check-pointing: Individual conferencing with Mrs Selagan to ensure all components of Assessment 1 have been completed: A. Pepeha Poster, B. Pepeha Essay, C. Oral Pepeha presentation and D. Reflection are all finished. Have you E. uploaded your finished assessment as a pdf to MH Online?
2. As a class, we will access resources for our second context from Google Classroom (also shown below). 7F2 will complete a shared class reading and discussion of 'The Outlook for Someday Management Plan.'
3. Completion of activities relating to the 'cultural pillar' of sustainability, and what this looks like at MHJC. (Kia Mana Ake!)
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Kia Ora Everyone
Learning Intention: I am learning to...
• explore issues in terms of a sustainable world
• understand the 4 pillars of sustainability
Success Criteria: I can...
• define 'sustainability'
• identify and discuss the 4 key lenses of sustainability
• explore issues in terms of 'a sustainable world'
• identify constraints, concerns and boundaries
Activities:
- Brainstorm: Understanding the concept of sustainability
- Completing the lockdown survey
- Adding on holistic report: Global Studies work throught the value of Compassion: Awhinatanga
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Kia Ora Everyone
Learning Intention: I am learning to...
• explore issues in terms of a sustainable world
• understand the 4 pillars of sustainability
Success Criteria: I can...
• define 'sustainability'
• identify and discuss the 4 key lenses of sustainability
• explore issues in terms of 'a sustainable world'
• identify constraints, concerns and boundaries
Activities:
- Recap: Understanding the concept of sustainability
- Homework: Working in your Outlook for someday groups, your task is find at least 2 examples of each pillar
- Homework: Continue watching past year videos to get some ideas nad tips and tricks for your upcoming video
- Cultural Pillar focus: Introducing and practicing the haka
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Learning Intention: I am learning to...
• explore issues in terms of a sustainable world
• understand the 4 pillars of sustainability
Success Criteria: I can...
• define 'sustainability'
• identify and discuss the 4 key lenses of sustainability
• explore issues in terms of 'a sustainable world'
• identify constraints, concerns and boundaries
Activities:
- DO NOW: Using the word, SUSTAINABILITY, make as may words as possible.
- Homework: Working in your Outlook for someday groups, your task is find at least 2 examples of each pillar: Due Thursday (11 June)
- Homework: Continue watching past year videos to get some ideas nad tips and tricks for your upcoming video
- Social/Economic/Environmental Pillar focus: Introducing the video: "The story of stuff" and it's impact and link to the sustainability pillars.
- In class/at homework: Watch the "Story of stuff" and use information from your notetaking in class to answer the questions on your "Outlook for Someday" document.
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Kia Ora Everyone
This week the film, 'A Plastic Ocean' will help us to explore sustainability through an environmental lens.
EXPLORE / TŪHURAlearning intentions:
- We are EXPLORING the 4 pillars of sustainability
- We are EXPLORING issues in terms of a sustainable world
- We are EXPLORING various issues and making decisions about possible actions
- We are EXPLORING Maori concepts of Whakamana (Ako + Wananga), Pono & Awinatanga
Success Criteria:- I can define sustainability
- I can discuss the four pillars or lenses of sustainability
- I can discuss issues, in terms of a sustainable world
- I can locate evidence of MHJC's Values-in-Action through my 'Sustainability' learning journey
- I can understand the impact of single-use plastics on the marine environment
- I can describe the impact of humans on the marine environment
Activities:
DO NOW: Complete student feedback survey
- View the video 'A Plastic Ocean'. This will take 2 sessions.
- In exercise books, complete in-class note-taking activity.
- Reflection upon our own lunch-boxes. How much plastic do we use? Could we do better?
- Reflection upon the blue whale that introduces and concludes the film, 'A Plastic Ocean'. An exploration into baleen/toothed whales and their feeding techniques, so we understand why plastic is such a threat to whales.
5. We will be revising the Social Science skill of map-drawing. Go to 'Google Classroom' and read instructions for the mapping activity.
6. Draw a map to show the 'Migration Patterns of Whales in the Southern Hemisphere.' Examples have been included below...
Follow Up Tasks:
Please continue to practice the lyrics and movements to the MHJC Haka "Kia Mana Ake" -
Learning intentions:
- We are learning to understand the different types of maps
- We are learning to understand the basics elements of maps
Success Criteria:- I can identify different types of maps
- I understand the basic elements of a map and it's importance
Activities:
- Completing answers for the" Story of stuff"
- Note taking (The basic elements of a map) from the slideshow presentation.
- We are learning to understand the different types of maps
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a map of New Zealand by applying our knowledge of the basic elements of mapping
Learning intentions:
- We are learning to applying our basic elements of maps to produce a Map of NZ
- I can identify the FACKTS acronym
- I can apply the FACKTS acronym to produce a map
- I can interpret the map that I produce
Activities:
- Producing a map and write a paragraph interpreting your map.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the various aspects of a sustainability issue, to make decisions about possible actions
- We are FOCUSING on an area of concern in which to focus research and planning
- We are FOCUSING on developing our Social Science skills (eg. mapping (FACKTS), KWS & SWOT charts, and concept maps)
Planning for FIlm-making
Success Criteria:
- I can complete a SWOT analysis and concept map chart
- I can identify issues, in terms of a sustainable world
- I can write a storyboard
- I can locate evidence of MHJC's Values-in-Action through my 'Sustainability' group work
Activities:
- Matariki activity
- Script-writing
- Story-boarding
- Filming
- Editing
- Documents for entry
Follow Up Tasks:
Please continue to practice the lyrics and movements to the MHJC Haka "Kia Mana Ake"Pics from your Brainstorm :Kai Pai on your prior knowledge
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the various aspects of a sustainability issue, to make decisions about possible actions
- We are FOCUSING on an area of concern in which to focus research and planning
- We are FOCUSING on developing our Social Science skills (eg. mapping (FACKTS), KWS & SWOT charts, and concept maps)
- We are FOCUSING on developing our knowledge on the significance of Matariki
- I can identify issues, in terms of a sustainable world
- I can write a storyboard
- I can locate evidence of MHJC's Values-in-Action through my 'Sustainability' group work
- I have completed most of the activities from the Matariki activity book.
Activities:
DO NOW: Current events Quiz
- Matariki activity book tasks (Book is on google classroom). Complete as many tasks as possible.You have hard copies of the crossword.Please complete the crossword and print this copy into your books.
- Complete your note taking skills task that we started in class last week. Here is the link that I had e-mailed to you last week: https://www.tepapa.govt.nz/
discover-collections/read- . This task should be completed by Tuesday: 28th July 2020.watch-play/maori/matariki- maori-new-year/legend- matariki-and-six-sisters - Watch this video :https://www.youtube.com/watch?
v=h3ETD3rPnFQ . After watching, write down 3 new things that you have learnt from the video. - Outlook for Someday video Submissions: Reflection : What went well? What did not work well? Looking at areas that did not work well, improve those areas with your group during our Global Studies Session.
- Viewing the Outlook for Someday videos.
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KIA ORANA EVERYONE
FOCUS / ARONGA learning intentions:
- We are FOCUSING on the various aspects of a sustainability issue, to make decisions about possible actions
- We are FOCUSING on an area of concern in which to focus research and planning
Planning for FIlm-making
Success Criteria:- I can identify issues, in terms of a sustainable world
- I can write a storyboard
- I can locate evidence of MHJC's Values-in-Action through my 'Sustainability' group work
Activities:
DO NOW: Cook Island Language Week
- Find 3 facts about the Cook Island.
- Reflection on your Outlook for someday videos
- Script-writing
- Story-boarding
- Filming and Editing
- Haka Practice
Follow Up Tasks:
Please continue to practice the lyrics and movements to the MHJC Haka "Kia Mana Ake"Well done on presenting your facts of the Cook Islands and thank you to Shania and Kiana for sharing their fantastic stories and facts of their Cook Island Culture.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REVIEWING competition requirements, to upload a video submission
- We are REFLECTING upon the effectiveness of our sustainability message
- We are REFLECTING upon barriers, obstacles and successes in our teamwork
Activities:
- Reshooting scenes
- Editing videos
- Looking at the competition requirements and forms
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on enhancing our wellbeing by following Forest's Five ways to wellbeing.
Activities:
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Distance Learning Programme Activities:
- Please follow the guided timetable above to complete your activities
- Please listen to the screencastify video before completing the KWS and SWOT graphic organisers.
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Kia Ora Everyone
Welcome back to school!
The focus for this week will be ensuring that you have completed all your distance learning tasks (for Week 6) and aim to finalise your Outlook for Someday Video.
Please refer to the activities below the timetable for more detail.
Activities:
- Checklist: Mrs Selagan will be checking completion of activities as per your Distance Learning Timetable
- Fast Finishers: Final Day of reshooting scenes and editing.
- Mrs Selagan to view completed "Outlook for Someday Video" and provide feedback.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REVIEWING competition requirements, to upload a video submission
- We are REFLECTING upon the effectiveness of our sustainability message
- We are REFLECTING upon barriers, obstacles and successes in our teamwork
Activities:
- Reshooting scenes
- Editing videos
- Looking at the competition requirements and form - Mrs Selagan to view your video
- Current events Task : https://kids.nationalgeographic.com/explore/countries/
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Kia Ora EveryoneWelcome to Maori Language Week.
This year for Māori Language Week, we are having a “Māori Language Moment” at 12pm on Monday 14th September to commemorate the actual time and day in 1972, when 30,000 signatures were delivered to Parliament calling for te reo Māori to be taught in schools.
We will also be participating in this event with thousands of others across the country, by choosing a/various Māori language activity/activities so that you are able to earn a cultural cornerstone.FOCUS / ARONGA learning intentions:.
- We are FOCUSING on engaging in various Maori activities to embrace Maori Language Week
Activities:
- Quiz: Testing our knowledge of Te Reo
- Participation in Maori Language Week activities to earn a Cultural Badge.
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on engaging in various Maori activities to embrace Maori Language Week
Activities:
DO NOW: Learning the daily phrases from Maori Language Week
DO NOW: Read the link from week 8 on China. After reading, creating a poster that represents the Chinese culture
DO NOW: A big world Task (Searching the world map to identify countries in various continents)
- Kahoot: Te Reo Maori
- Music Analysis of Te Reo Maori videos (slideshow task)
Work for Thursday
- Read the article from the provided link: https://www.newshub.co.nz/home/politics/2020/07/nz-election-2020-guide-on-everything-you-need-to-know.html
- Once you have read the article, please complete the political fact sheet on google classroom
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on engaging and embracing in various activities for Kindness Week.
Activities:
DO NOW: Answers from political parties sheet
- Kindness Week Activities: You will aim to complete as many activities on the grid before the end of the week.Your challenge this week is to write a positive note, thank you note and write down 3 reasons why you are proud of yourself.
- Kindness week slideshow: Reinforcing and reminding us to be a kind and responsible citizen
- Current Events : Weekly Current Events Quiz and exploring Sporcle.com and using the tab tilted: Quizzes
- Research Task: You will be researching a person that has made a difference to society displaying an act of kindness: ie. the change makers of society WHO HAVE SPREAD PEACE AND KINDNESS. After you research, you are required to create a brief profile of the person that you chose.
For example the Leadership Council , were recognising the work form Mother Theresa, who "professed the vow to give wholehearted free service to the poorest of the poor". Her incredible service began in 1950, in India, where she ran soup kitchens, dispensaries, mobile clinics, children's and family counselling programmes, as well as orphanages and schools. Mother Theresa had served millions of people in her time, before she died in September, 1997. In recognition of her work towards humanity, she was the recipient of the Noble peace prize in 1979.
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on engaging and embracing in various activities for Kindness Week.
- We are FOCUSING on current events
Activities:
DO NOW: Answers from political parties sheet
- Current Events : Weekly Current Events Quiz and exploring Sporcle.com and using the tab tilted: Quizzes
- Research Task: You will be researching a person that has made a difference to society displaying an act of kindness: ie. the change makers of society WHO HAVE SPREAD PEACE AND KINDNESS. After you research, you are required to create a brief profile of the person that you chose.
Use the google doc provided on Google classroom to create your profile.
For example the Leadership Council , were recognising the work form Mother Theresa, who "professed the vow to give wholehearted free service to the poorest of the poor". Her incredible service began in 1950, in India, where she ran soup kitchens, dispensaries, mobile clinics, children's and family counselling programmes, as well as orphanages and schools. Mother Theresa had served millions of people in her time, before she died in September, 1997. In recognition of her work towards humanity, she was the recipient of the Noble peace prize in 1979.
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on debating current events issues that are relevant to our age group
- We are FOCUSING on improving both our knowledge of current events issues and further developing our debating skills to support us in English.
Activities:
DO NOW: Introducing the Impromptu debating topic
Class debate using skills from English class
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FOCUS / ARONGA learning intentions:.
- We are exploring the best ZOO's around the world
- We are FOCUSING on current events
- We are focusing on improving our debating skills
Activities:
- Current Events: Weekly Current Events Quiz
- Introduction of 'Grand Designs' Zoological Edition: Term 4 Context - Design Brief
- Monday: Closing statements from last week's debate to determine overall winning team
- Tuesday: Athletics (No Global)
- Thursday: Zoo trip (No Global) - Have fun! Share some cool photos with me when you get back from your trip. -
FOCUS / ARONGA learning intentions:.
- We are exploring the best ZOO's around the world
- We are FOCUSING on current events
- We are focusing on improving our debating skills
Activities:
- Current Events: Weekly Current Events Quiz
- Introduction of 'Grand Designs' Zoological Edition: Term 4 Context - Design Brief
- Debating Groups x 4 (Topic related to your context)
- Groups will be presented by Mrs Selagan after you agree/disagree with the topic presented.
- Research time (15 -20 minutes)
- Use the table presented in class to research the best "zoo's" in the world
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FOCUS / ARONGA learning intentions:.
- We are exploring the best ZOO's around the world
- We are FOCUSING on writing our Thank You Letters to our group Leader for our Zoo Trip
- We are focusing on improving our debating skills
Activities:
- Completing Thank You Letters to support Diorama
- Buddy Check: proofread letters
- Debating Groups x 4 (Topic related to your context)
- Groups will be presented by Mrs Selagan after you agree/disagree with the topic presented.
- Research time (15 -20 minutes)
- Use the table presented in class to research the best "zoo's" in the world
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on proofreading our Thank You Letters to our group Leader for our Zoo Trip
- We are focusing on improving our debating skills
- We are Focusing on writing thank you letters for our Y10 students
Activities:
- Start drafting Thank you Letters for the Y10's
- Buddy Check: proofread letters -Thank you Letter for the Zoo Trip and finalise
- Debating Groups x 4 (Topic related to your context)
- Groups will be presented by Mrs Selagan after you agree/disagree with the topic presented.
- Research time (15 -20 minutes)
TUESDAY: 24 NOVEMBER 2020
- Please complete Education Perfect tasks that are asssigned.
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FOCUS / ARONGA learning intentions:.
- We are FOCUSING on expanding our general knowledge
Activities:
- Explained Videos and History 101:What was your favourite video and why?
- https://quizizz.com/admin
- Quizlet
- https://www.sporcle.com/
- World economic forum videos
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Reflections of the Year and plans for the holidays
What are you doing for your wellbeing during the holidays?
Farewells
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