8C2 Science
Weekly outline
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Achievement Objectives:
Nature of Science
L4 Use a wider range of science vocabulary, symbols, and conventions.
Strand: Living World
Ecology L4 Explain how living things are suited to their particular habitat and how they
respond to environmental changes, both natural and human-induced.
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Achievement Objectives:
Strand: Planet Earth & Beyond
Earth System
L4 Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also earth's resources
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Context:
He waka eke noa (We are all in this together)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of possible ideas through brainstorming in order to connect our Coast's term context to scientific topics.
- We are EXPLORING the meaning of "He waka eke noa" so that we interpret the context meaningfully.
- We are EXPLORING the general scope and nature of the science curriculum so that we can clearly classify the different learning areas of science.
Success Criteria:
1) Use mind mapping to brainstorm ideas
2) Make sense of ideas and link them to the science curriculum and other learning areas
3) Participate in discussions by listening to others and/or contributing point of view
Activities:
1) Brainstorm ideas using mind mapping bubbles/clouds; whole class (modelling) and then students work in small groups.
2) Generate ideas and grouping them.
3) Think-Pair-Share, and then discuss brainstorm ideas and deliberate.
4) Co-construct the learning focus for the term.
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Context:
He waka eke noa (We are all in this together)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of possible ideas through brainstorming in order to connect our existing ideas of living things and non-living things
- We are EXPLORING the characteristics of living things in order to interpret the criteria for life.
- We are EXPLORING the criteria of living things so that we can clearly classify what is living and what is non-living.
Learning Intentions (WALT):
1) Identify the concept of life, the characteristics of living organisms. (Biology, science understanding)
2) Use a tree diagram to group living things in meaningful categories and headings. (Nature of Science, using texts & symbols)
3) Gather existing and prior knowledge of living things and how they branch out.
Success Criteria: (Students can...)
-> make a list of living things and non-living things
-> describe a number of characteristics of living things
-> identify the basic characteristics of living things; i.e. how I can tell if something possesses life
-> group living things based on my current knowledge and imagination using a tree diagram
Activities & Mini Research Homework:
- Write down the criteria for living things. Show your understanding by giving an example (or two) for each criterion.
- Draw a tree diagram to show how living things can branch out in term of different groups and sub-groups; based on your current understanding or prior knowledge. Research is not necessary at this stage, and it doesn't matter if it is right or wrong; so your own imagination is absolutely fine.
- Complete Living Thing Worksheet (attached PDF) which includes scientific article reading, word study, note-taking and note-making.
Resources:
Watch these videos to enhance your understanding:
► Living and non living things
► Living and NonLiving for Middle School Students
► Characteristics of Living Things-What makes something alive?
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Context:
He waka eke noa (We are all in this together)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of possible ideas through brainstorming in order to connect our existing ideas of living things and non-living things
- We are EXPLORING the characteristics of living things in order to interpret the criteria for life.
- We are EXPLORING the criteria of living things so that we can clearly classify what is living and what is non-living.
Learning Intentions (WALT):
1) Identify the concept of life, the characteristics of living organisms. (Biology, science understanding)
2) Use a tree diagram to group living things in meaningful categories and headings. (Nature of Science, using texts & symbols)
3) Gather existing and prior knowledge of living things and how they branch out.
Success Criteria: (Students can...)
-> make a list of living things and non-living things
-> describe a number of characteristics of living things
-> identify the basic characteristics of living things; i.e. how I can tell if something possesses life
-> group living things based on my current knowledge and imagination using a tree diagram
Activities & Mini Research Homework:
- Write down the criteria for living things. Show your understanding by giving an example (or two) for each criterion.
- Draw a tree diagram to show how living things can branch out in term of different groups and sub-groups; based on your current understanding or prior knowledge. Research is not necessary at this stage, and it doesn't matter if it is right or wrong; so your own imagination is absolutely fine.
- Complete Living Thing Worksheet (attached PDF) which includes scientific article reading, word study, note-taking and note-making.
- Education Perfect: Living & Non-Living Things
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into scientific classification so as to develop a good understanding of how living things are being categorised.
- We are FOCUSING on the scientific classification in order to identify and define key vocabulary of this topic.
- We are FOCUSING on the scientific classification so that we learn how to describe the key features of each kingdom.
Success Criteria: (Students can...)
-> group living things in meaningful groups according to own ideas
-> identify and describe the main differentiating traits of each intended group of living things
-> explain the purpose and importance of scientific classification in biology science
-> use a diagram to clearly map out, label and/or illustrate the six kingdoms
Activities & Learning Tasks:
- Complete the quiz.
- Complete the Worksheet: reading articles, word study, and so on.
- Watch the videos, and jot down important learning points and facts in your book or on your doc.
- Education Perfect: Classification PART 1
Test Yourself:
https://quizlet.com/480829393/classification-flash-cards/
Watch these videos:
► Classification
► Classification of living things (GCSE Science)
► SCIENTIFIC CLASSIFICATION SONG
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into scientific classification so as to develop a good understanding of how living things are being categorised.
- We are FOCUSING on the scientific classification in order to identify and define key vocabulary of this topic.
- We are FOCUSING on the scientific classification so that we learn how to describe the key features of each kingdom.
Success Criteria: (Students can...)
-> group living things in meaningful groups according to own ideas
-> identify and describe the main differentiating traits of each intended group of living things
-> explain the purpose and importance of scientific classification in biology science
-> use a diagram to clearly map out, label and/or illustrate the six kingdoms
Activities & Learning Tasks:
- Complete the quiz.
- Complete the Worksheet: reading articles, word study, and so on.
- Watch the videos, and jot down important learning points and facts in your book or on your doc.
- Education Perfect: Classification PART 2
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Context:
He waka eke noa (We are all in this together)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on researching into the Plant Kingdom so as to develop a good understanding of the keys facts of the Plant Kingdom.
- We are FOCUSING on the Plant Kingdom in order to identify and define sub-divisions under this kingdom.
- We are FOCUSING on the scientific classification so that we learn how to describe the key features of the Plant Kingdom.
Success Criteria: (Students can...)
-> identify and describe all the key features of the plant kingdom
-> explain the different subcategories and give some examples
-> use a tree diagram to clearly map out, label and/or illustrate the plant kingdom and its sub-categories
Activities & Learning Tasks:
- Draw a tree diagram to show how different plants are categorised.
- List in 3-5 bullet points how each sub-category is unique (features, characteristics).
- Give 2-3 examples of plants for each sub-categories.
- Do the quiz of seedless plants.
- Do the quiz of seed plants
- Find out the difference between flowering and non-flowering plants; you may use some of the video resources to get more information; some key learning points can be found in the following websites too:
--> non-flowering plants: https://science4fun.info/non-flowering-plants/
--> flowering plants: https://science4fun.info/flowering-plants/ - Education Perfect: Classification PART 2
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Context:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a presentation so that we can present our research findings and understanding of different types of plants' main structures.
- We are PLANNING to practise note-taking and note-making in our plant research so that we can demonstrate the different types of leaf, stem, and root.
Success Criteria: (Students can...)
- make a list of different types of leaf, stem, and root
- identify and describe the different types of leaf, stem, root
- explain how different types of leaf, stem, and root are suitable to different environments
- conduct a 2-3-minute presentation using a creative, interesting and effective approach
Activities & Learning Tasks:
- Learn about the basic function of leaf and its layers and important parts.
- Learn about different types of leaves to understand adaptation.
- Learn about different types of stems to understand adaptation.
- Learn about different types of roots to understand adaptation.
- Watch the videos to understand more about plant adaptations.
- Research into this topic; use the website provided.
{LEAF} Focus Study Groups
- Group 1: Yash, Harjot, Ashdeep
- Group 2: Jasleen, Kristine, Calais
- Group 3: Anya, Devika, Nina, Ethan
{STEM} Focus Study Groups
- Group 1: Saif, Harshadh
- Group 2: Dalyn, Netalie, Tui
{ROOT} Focus Study Groups
- Group 1: Kayla, Sidney, Lara, Saeed
- Group 2: Kaelan, Aryan, Tarek, Aarav, Hayden
- Group 3: Mikhil, Edmond, Rayan, Gaurav, Cyrus
https://studiousguy.com/taproot-system-types-modifications-examples/
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Context:
* Due to the sudden Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Introducing Zoom as our online lesson platform. Instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant adaptation and a range of adaptation features.
- We are FOCUSING on information web so that we learn how to use it to list and describe the different adaptation features of a specific plant.
Success Criteria: (Students can...)
- identify the different adaptation features, and the associating habitat and environmental factors
- describe the adaptation features of various plants
- explain the how the adaptation features help the plants to survive in their environments
Activities & Learning Tasks:
- Watch the videos to understand more about plant adaptations.
- Research into this topic; use the website provided.
- Choose a plant to study its unique adaptation features.
- Explain the features based of the type of leaves, stems, and roots.
- Repeat the above for another 3-5 different plants.
https://allinonehighschool.com/plant-adaptations/
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Context:
* Due to the Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Introducing Google Meet as our online lesson platform. Instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
* Short week due to Easter holidays
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant adaptation.
- We are FOCUSING on information web so that we learn how to use it to list and describe the different adaptation features of a specific plant.
Success Criteria: (Students can...)
- identify the different adaptation features of a New Zealand native plant
- describe the key unique adaptation features of the native plant
- explain how these adaptation features help the plant survive in the environment
- use an information to clearly map out, label and/or illustrate the above findings
Activities & Learning Tasks:
- Make an information web of a NZ native plant to show its adaptation features.
- Focus on Pohutukawa tree. Make an information web with 8-10 adaptation features.
- You may need to research on this NZ native tree before you make your information web.
- You can look at the example as attached.
https://www.doc.govt.nz/documents/science-and-technical/casn100.pdf
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Context:
* Due to the Covid-19 Lockdown (Level 4), school is closed physically, but classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students and some time is expected for the new format of routine and expectations to be established.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
Activities & Learning Tasks:
- Identify the different parts of a flower.
- Research the function of each flower part.
- Go to BrainPop to watch the short educational video of Pollination (you may search up this topic on BrainPop). Do the quiz; save your score and hand it in here. https://www.brainpop.com/. username: MHJC password: 1student
- On BrainPop again, do the Worksheet for Pollination.
- Watch the video resources (link provided for you below) to learn more about flowers and different ways of pollination, aka sexual reproduction of plants. Take notes in your book or on your doc.
- Friday Session: Complete the above tasks and watch an assigned documentary; the last link below.
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* Short Week due to ANZAC Day and Teacher-Only-Day, hence planning of this week has been combine with the following week.
Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
* Catch-up week for students
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animals?? How the plant systems work? And how they reproduce.
- (optional for early finishers) BrainPop focusing on plant biology topics.
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Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
* Catch-up week for students
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animals?? How the plant systems work? And how they reproduce.
- List down 5 to 10 key learning points you have gained from the Education Perfect task; ideally at least one point from each of the 5 focused areas: Specialised Plant Cells, Plant Systems, Sexual Reproduction of Plants, Pollination, Seed Dispersal & Germination.
- For each learning point (or highlight), you may develop it in this format: start with the key word/s, key idea, elaborate (describe) it with more detail, and explain it in your own words (i.e. your understanding), where applicable, which is usually very useful, use diagram or visual to support your understanding; a diagram with clear labels, and some summary of the key functions
- Some overall self-reflection on the learning points to end; your feeling, plus any other insights or connections you have made.
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Context:
* Due to the Covid-19 Alert (Level 2), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
* Catch-up week continues for some students
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animals?? How the plant systems work? And how they reproduce.
- List down 5 to 10 key learning points you have gained from the Education Perfect task; ideally at least one point from each of the 5 focused areas: Specialised Plant Cells, Plant Systems, Sexual Reproduction of Plants, Pollination, Seed Dispersal & Germination.
- For each learning point (or highlight), you may develop it in this format: start with the key word/s, key idea, elaborate (describe) it with more detail, and explain it in your own words (i.e. your understanding), where applicable, which is usually very useful, use diagram or visual to support your understanding; a diagram with clear labels, and some summary of the key functions
- Some overall self-reflection on the learning points to end; your feeling, plus any other insights or connections you have made.
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Context:
* Catch-up week continues for some students
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
- (Science Fair) We are FOCUSING on hypothesis formulation [Science Fair Planning - PART 1] to develop an authentic and meaningful hypothesis for our science fair topic.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- formulate the hypothesis central idea for their science fair topic
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animals?? How the plant systems work? And how they reproduce.
- List down 5 to 10 key learning points you have gained from the Education Perfect task; ideally at least one point from each of the 5 focused areas: Specialised Plant Cells, Plant Systems, Sexual Reproduction of Plants, Pollination, Seed Dispersal & Germination.
- For each learning point (or highlight), you may develop it in this format: start with the key word/s, key idea, elaborate (describe) it with more detail, and explain it in your own words (i.e. your understanding), where applicable, which is usually very useful, use diagram or visual to support your understanding; a diagram with clear labels, and some summary of the key functions
- Some overall self-reflection on the learning points to end; your feeling, plus any other insights or connections you have made.
- Science Fair Planning Template [PART 1: Hypothesis]
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Context:
* Catch-up week continues for some students
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on plant biology so as to develop a good understanding of plant systems and plant reproduction.
- We are FOCUSING on flower in order to identify the female and male parts of the flower and their key functions.
- We are FOCUSING on the photosynthesis and plant vascular system so that we learn how they work, and how to sketch their diagrams, to name and label the different parts involved.
- (Science Fair) We are FOCUSING on hypothesis formulation [Science Fair Planning - PART 1] to develop an authentic and meaningful hypothesis for our science fair topic.
Success Criteria: (Students can...)
- identify the different parts of a flower, especially the male and female parts
- describe the main functions of the flower parts
- explain the main functions performed by photosynthesis and the vascular system
- use a diagram to clearly map out, label and/or illustrate the above plant biology
- use Q-Chart to generate critical questions relating to their science fair topic
- identify the key concepts from which their critical questions stem from
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- Education Perfect task to learn more about the plant section of the living world; such as: How do plants grown? How different or similar are plants from animals?? How the plant systems work? And how they reproduce.
- List down 5 to 10 key learning points you have gained from the Education Perfect task; ideally at least one point from each of the 5 focused areas: Specialised Plant Cells, Plant Systems, Sexual Reproduction of Plants, Pollination, Seed Dispersal & Germination.
- For each learning point (or highlight), you may develop it in this format: start with the key word/s, key idea, elaborate (describe) it with more detail, and explain it in your own words (i.e. your understanding), where applicable, which is usually very useful, use diagram or visual to support your understanding; a diagram with clear labels, and some summary of the key functions
- Some overall self-reflection on the learning points to end; your feeling, plus any other insights or connections you have made.
- Science Fair Planning Template [PART 2: Action]
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Context:
* Queen's Birthday
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concept of property changes in order to connect our understanding of the material world.
- We are EXPLORING the meaning and definitions of states of matter, and matter changing states so that we can interpret what they are meaningfully, and the processes involved between different changing states.
Success Criteria: (Students can...)
- observe and make connections of physical change of matters
- observe and make connections of chemical change of matters
- define the main states of matter, and name the processes involved correctly
- do brainstorming for their science fair topic
Activities & Learning Tasks:
- BrainPop tasks to explore these topics and learn more about the matter and chemistry section of the material world: Property Changes (movie, quiz, vocabulary, related reading); States of Matter (movie, quiz, worksheet, vocabulary, related reading); Matter Changing State (movie, quiz, worksheet, vocabulary, related reading)
- For any related reading task, student will create a doc (or use their book) to take notes of the main ideas and important learning points.
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Context:
Catch-up from previous week
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concept of property changes in order to connect our understanding of the material world.
- We are EXPLORING the meaning and definitions of states of matter, and matter changing states so that we can interpret what they are meaningfully, and the processes involved between different changing states.
Success Criteria: (Students can...)
- observe and make connections of physical change of matters
- observe and make connections of chemical change of matters
- define the main states of matter, and name the processes involved correctly
- do brainstorming for their science fair topic
Activities & Learning Tasks:
- BrainPop tasks to explore these topics and learn more about the matter and chemistry section of the material world: Property Changes (movie, quiz, vocabulary, related reading); States of Matter (movie, quiz, worksheet, vocabulary, related reading); Matter Changing State (movie, quiz, worksheet, vocabulary, related reading)
- For any related reading task, student will create a doc (or use their book) to take notes of the main ideas and important learning points.
- Science Fair Planning Template [PART 2: Action]
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the difference of physical change and chemical change in property changes, and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of the 3 states of matter.
- We are FOCUSING… describe the 3 states of matter and the processes involved.
- We are FOCUSING… develop a good understanding of water and the water cycle, and discuss its importance and pollution issues.
- (Science Fair) We are FOCUSING on action planning [Science Fair Action - PART 2] to develop an exciting and thoughtful actions for our science fair topic.
Success Criteria: (Students can...)
- identify the requirements of physical change and chemical change and differentiate the two changes
- describe the main states of matter
- explain the main states of matter and the process involved in the changing states
- use a diagram to clearly map out, label and/or illustrate the above states of matter and the processes
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- BrainPop tasks to explore these topics and learn more about the matter and chemistry section of the material world: Property Changes (movie, quiz, vocabulary, related reading); States of Matter (movie, quiz, worksheet, vocabulary, related reading); Matter Changing State (movie, quiz, worksheet, vocabulary, related reading)
- For any related reading task, student will create a doc (or use their book) to take notes of the main ideas and important learning points.
- Science Fair Planning Template [PART 2: Action]
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the difference of physical change and chemical change in property changes, and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of the 3 states of matter.
- We are FOCUSING… describe the 3 states of matter and the processes involved.
- We are FOCUSING… develop a good understanding of water and the water cycle, and discuss its importance and pollution issues.
- (Science Fair) We are FOCUSING on action planning [Science Fair Action - PART 2] to develop an exciting and thoughtful actions for our science fair topic.
Success Criteria: (Students can...)
- identify the requirements of physical change and chemical change and differentiate the two changes
- describe the main states of matter
- explain the main states of matter and the process involved in the changing states
- use a diagram to clearly map out, label and/or illustrate the above states of matter and the processes
- project and finalise an action plan for their science fair topic
Activities & Learning Tasks:
- BrainPop tasks to explore these topics and learn more about the matter and chemistry section of the material world: Property Changes (movie, quiz, vocabulary, related reading); States of Matter (movie, quiz, worksheet, vocabulary, related reading); Matter Changing State (movie, quiz, worksheet, vocabulary, related reading)
- For any related reading task, student will create a doc (or use their book) to take notes of the main ideas and important learning points.
- Science Fair Planning Template [PART 2: Action]
[ Water Topics ]
Explore these topics on BrainPop:
* Water (do: movie, quiz, challenge, graphic organizer, vocabulary)
* Water Cycle (do: movie, quiz, vocabulary, related reading)
* Water Pollution (do: movie, quiz, worksheet, vocabulary, graphic organizer)
For any related reading task, you must create a doc (or use your book) to take notes of the main ideas and important learning points.
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the carbon cycle.
- We are PLANNING... so that we can… present some of the causes and effects of carbon issues in our environment.
- We are PLANNING... so that we can… promote possible solution for improving carbon emission issues.
Success Criteria: (Students can...)
- draw a Venn diagram to show the difference between physical change and chemical change
- apply their knowledge of the state of matter in practical experiment of making ice-cream
- explain the main states of matter and the process involved in the changing states
- describe the carbon cycle and its processes using a scientific diagram
- build awareness and present their understanding of the importance of the carbon cycle and its environmental issues
Activities & Learning Tasks:
[ Carbon Cycle Topic ]
Explore this topic on BrainPop:
* Carbon Cycle (do: movie, quiz, worksheet, graphic organizer, related reading, and vocabulary)
For any related reading task, you must create a doc (or use your book) to take notes of the main ideas and important learning points.
BrainPop Access: https://www.brainpop.com/ Login Name is MHJC Password is 1student
Resources:
1. What is the deal with carbon?
This animation describes the carbon cycle and how it is affected by human activity.
2. Carbon: The Element of Life
You may have heard that carbon is the element of life. What does that mean? Let's find out!
3. What is carbon dioxide?
Science expert Emerald Robinson explains what carbon dioxide is and how it affects Earth.
4. The Carbon Cycle 3D Animation.
Very advanced but excellent to slowly unpack stop start explain take notes (is all self explanatory and will extend the bright students) remind students to use as much scientific language as possible.
5. https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle
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Context:
MHJC Learning Framework Step:PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate the carbon cycle.
- We are PLANNING... so that we can… present some of the causes and effects of carbon issues in our environment.
- We are PLANNING... so that we can… promote possible solution for improving carbon emission issues.
Success Criteria: (Students can...)
- draw a Venn diagram to show the difference between physical change and chemical change
- apply their knowledge of the state of matter in practical experiment of making ice-cream
- explain the main states of matter and the process involved in the changing states
- describe the carbon cycle and its processes using a scientific diagram
- build awareness and present their understanding of the importance of the carbon cycle and its environmental issues
Activities & Learning Tasks:
1. Practise drawing carbon cycle diagram
2. Write a short parragraph of scientific explanation for the carbon cycle and its environmental issues.
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Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… assess the progress of our learning journey with the carbon cycle and its impact to our world.
Success Criteria: I can/have...
(revision & assessment task)- identify the stages of the carbon cycle using a clear scientific diagram
- explain the processes with scientific vocabulary
- discuss the impacts of the carbon cycle and ways we can improve or curb these effects
Activities:
- Revision Focus: carbon cycle
- Individual tasks to consolidate key learning points from all previous lessons
- Assessment tasks
Resources:
- MHOL, external websites
- Google Classroom
- YouTube and other educational websites
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Context:
* Science Fair Completion Week
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… assess the progress of our learning journey with the carbon cycle and its impact to our world.
Success Criteria: I can/have...
(revision & assessment task)
- identify the stages of the carbon cycle using a clear scientific diagram
- explain the processes with scientific vocabulary
- discuss the impacts of the carbon cycle and ways we can improve or curb these effects
Activities:
- Revision Focus: carbon cycle
- Individual tasks to consolidate key learning points from all previous lessons
- Assessment tasks
Resources:
- MHOL, external websites
- Google Classroom
- YouTube and other educational websites
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Context:
* Science Fair Submission Week
MHJC Learning Framework Step:PLAN & DO / WHAKAMAHI learning intentions:
- (Science Fair) We are PLANNING... so that we can… present our conclusion and learning outcome of science fair project.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… assess the progress of our learning journey with the science fair project and heat conductivity.
Success Criteria: I can/have...
(science fair project completion & assessment task)- frame a question(s) to investigate
- write up the Aim & the Hypothesis for the investigation
- do the background research relating to your topic of investigation
- identify the Variables - Independent, Dependent and Control
- write up a procedure for conducting the investigation
- draw a conclusion from your fair test results as well as research findings, discuss related issues of our science fair topic, and take an authentic action to make a difference
Activities:
- individual or group work on science fair project, with own chosen topic
- Science Fair participation
- presentation in class
- assessment
Resources:
- MHOL, external websites
- Google Classroom
- YouTube and other educational websites
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Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet / Google Classroom as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
Learning / Maintenance Tasks:- Education Perfect - Focus: forces and gravity
Resources:
- Education Perfect
- Optional - EP Science competition starting from Tue 18th Aug 6:00pm till Tue 25th Aug 6:00pm
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Context:
* Due to the Covid-19 Alert (Level 3), classes remain active via distant learning online. The most important aim is to ensure students stay safe and calm and still experience some level of normality during this period of nationally enforced self-isolation.
* Using Google Meet / Google Classroom as our online lesson platform; instructions have been given to students so the new format of routine and expectations can be established.
Learning / Maintenance Tasks:- Education Perfect task on Weight, Mass and Friction
Resources:
- Education Perfect
- Optional - EP Science competition starting from Tue 18th Aug 6:00pm till Tue 25th Aug 6:00pm
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Context:
* Science Fair Submission Week (recover)
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the basic forms of energy , and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of heat conductivity.
Success Criteria: (Students can...)
- match the correct definitions to the basic forms of energy
- describe basic forms of energy in scientific terms and give real-life examples
- describe what heat energy is
- explain how heat is being conducted and how heat conductivity works in different media
- discuss the function and importance of heat energy
Activities & Learning Tasks:
1. Education Perfect task; immersion, knowledge and concept building
2. Watching heat energy and heat conductivity tutorials, note-taking and discussion
3. Quizzes and challenging problem solving on focused topic
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Context:
*Catch-up Week & Practical Focus
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the basic forms of energy , and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of heat conductivity.
Success Criteria: (Students can...)
- match the correct definitions to the basic forms of energy
- describe basic forms of energy in scientific terms and give real-life examples
- describe what heat energy is
- explain how heat is being conducted and how heat conductivity works in different media
- discuss the function and importance of heat energy
Activities & Learning Tasks:
1. Definitions of energy
2. Matching different forms of energy with the correct description
3. Watching heat energy and heat conductivity tutorials, note-taking and discussion
4. Quizzes and challenging problem solving on focused topic
5. Practical investigation and experiment
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Context:
Te wiki o te Reo Māori
Student-Led-Conference Week
*Catch-up Week & Practical Focus
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the basic forms of energy , and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of heat conductivity.
Success Criteria: (Students can...)
- match the correct definitions to the basic forms of energy
- describe basic forms of energy in scientific terms and give real-life examples
- describe what heat energy is
- explain how heat is being conducted and how heat conductivity works in different media
- discuss the function and importance of heat energy
Activities & Learning Tasks:
1. Definitions of energy
2. Matching different forms of energy with the correct description
3. Watching heat energy and heat conductivity tutorials, note-taking and discussion
4. Quizzes and challenging problem solving on focused topic
5. Practical investigation and experiment
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Context:
Chinese Language Week 中文周
*Practical Focus
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the basic forms of energy , and describe them using different scenarios.
- We are FOCUSING… develop a good understanding of heat conductivity.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… construct scientific diagram to demonstrate how heat is being conducted.
Success Criteria: (Students can...)
- match the correct definitions to the basic forms of energy
- describe basic forms of energy in scientific terms and give real-life examples
- describe what heat energy is
- explain how heat is being conducted and how heat conductivity works in different media
- discuss the function and importance of heat energy
Activities & Learning Tasks:
1. Definitions of energy
2. Matching different forms of energy with the correct description
3. Watching heat energy and heat conductivity tutorials, note-taking and discussion
4. Quizzes and challenging problem solving on focused topic
5. Practical investigation and experiment
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Context:
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concept of virus in general in order to connect our understanding of the living world.
Success Criteria: (Students can...)
- identify the characteristics of viruses, and gather facts about viruses
- sketch a virus diagram and label its important parts
- describe important facts and characteristics of viruses in general
- discuss with scientific evidence whether viruses are living organisms or not, or neither
Activities & Learning Tasks:
- Sketch a diagram of a virus, and label the important parts.
- List 5-10 facts and characteristics of viruses.
- Complete the BrainPop quiz.
- Discussion: Are viruses a living thing?
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Context:
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the different forms of coronavirus, and describe their nature and impacts of the recent pandemic from various aspects.
Success Criteria: (Students can...)
- identify the characteristics of coronavirus, and gather facts about coronavirus and the pandemic
- identify the unique structure of coronavirus, and describe or differentiate its important physical features
- describe important facts and characteristics of coronavirus in general
- discuss with scientific evidence whether the impacts of coronavirus and the pandemic to society
- list ideas and measures that societies have adopted and how they adapted during the pandemic of COVID-19
Activities & Learning Tasks:
This week we will use the free BrainPop resources to study a few topics related to Covid-19.
- [ Coronavirus ] Must do: movie, quiz, challenge, worksheet, graphic organizer; extra: related reading.
- [ COVID-19 PSA ] Must do: movie, quiz; extra: related reading.
- [ Flattening the Curve ] Must do: movie, quiz, challenge; extra: related reading.
- [ How Soap Works ] Must do: movie, quiz, challenge; extra: related reading.
- [ Back to School 2020 ] Must do: movie, quiz, challenge, worksheet, graphic organizer; extra: related reading.
- (extra for early finishers) [ Interview with Dr Fauci ] Must do: movie, quiz, challenge; extra: related reading.
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Context:
Athletics Day
MHJC Learning Framework Step:
FOCUS / ARONGA learning intentions:
- We are FOCUSING… identify the various impacts of the COVID-19 pandemic, and select an aspect how we may address some of these issues and respond to them with possible solution.
- We are FOCUSING… choose a number of possible prototype ideas to address and solve the pandemic issues.
Success Criteria: (Students can...)
- list ideas and measures that societies have adopted and how they adapted during the pandemic of COVID-19
- form a small group and collaborate on in integrated inquiry project and before embarking on our research
- select a particular aspect or issue from the pandemic and make connections of various ways society can address this
- brainstorm a number of possible and doable prototype ideas that aim to tackle and solve the chosen-to-focus pandemic issue
Activities & Learning Tasks:
- forming project groups; 3-4 students per group
- each group needs to decide on a direction or aspect of the pandemic issue they intend to focus on
- set up group folders and brainstorm prototype ideas
- decide on a feasible prototype idea
- formulate rich and fertile questions using a Question Chart, based on the chosen prototype idea
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Context:
eAsTTle Assessment
MHJC Learning Framework Step:
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our prototype ideas by asking meaningful and rich questions for a scientific research in order to collect and discover useful scientific concepts and facts related to our prototype.
- We are EXPLORING with our scientific research so that we can analyse the research findings and investigate the feasibility of our prototype's design ideas.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… innovate, design and create a prototype to solve a particular pandemic issue.
Success Criteria: (Students can...)
- formulate rich and fertile questions for a scientific research on science concepts and facts related to their chosen prototype idea
- conduct a scientific in a small group using note-taking and note-making skills
- organise research findings of scientific concepts and facts, and then evaluate the feasibility of the prototype design ideas
- sketch a detailed scientific diagram of the prototype design, with labels and description of each part's function
Activities & Learning Tasks:
- teacher to facilitate and conference with each group on the progress of their questions and scientific research
- scientific research: note-taking, note-making (as evidence in organised research findings)
- draw a conclusion or make decision on prototype design ideas
- sketch a detailed prototype design, labelling, function descriptions
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Context:
Teacher-Only-Day
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… innovate, design and create a prototype to solve a particular pandemic issue.
Success Criteria: (Students can...)
- sketch a detailed scientific diagram of the prototype design, with labels and description of each part's function
- analyse design ideas from various key aspects: practicality, feasibility, etc.
Activities & Learning Tasks:
- teacher to facilitate and conference with each group on the progress of their questions and scientific research
- scientific research: note-taking, note-making (as evidence in organised research findings)
- draw a conclusion or make decision on prototype design ideas
- sketch a detailed prototype design, labelling, function descriptions
- complete table of design idea analysis
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… collaborate in a small team to apply the knowledge and skills we have gained from our integrated inquiry learning and produce an innovative prototype to solve a particular pandemic issue.
Success Criteria: (Students can...)
- finalise the design of the prototype with careful analysis of its functions and feasibility
- gather materials and tools needed for the finalised prototype design
- construct prototype according to finalised design plan
Activities & Learning Tasks:
- teacher to facilitate and conference with each group on the progress of their questions and scientific research
- draw a conclusion or make decision on prototype design ideas
- finalise a detailed prototype design, labelling, function descriptions, materials list, equipment lists
- start making prototype
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Context:
MHJC Learning Framework Step:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… collaborate in a small team to apply the knowledge and skills we have gained from our integrated inquiry learning and produce an innovative prototype to solve a particular pandemic issue.
- We are PLANNING... so that we can… present our prototype and how it can perform its purpose of solving a particular pandemic problem in an innovative way.
Success Criteria: (Students can...)
- construct prototype according to finalised design plan
- test and improve prototype
- prepare for prototype presentation to the class
- reflection on prototype and learning journey
Activities & Learning Tasks:
- teacher to facilitate and conference with each group on the progress of their questions and scientific research
- draw a conclusion or make decision on prototype design ideas
- finalise a detailed prototype design, labelling, function descriptions, materials list, equipment lists
- complete making prototype, test and improve prototype
- prepare for presentation
- self-reflection
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Context:
MHJC Learning Framework Step:
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING… test and evaluate our innovative prototypes on how effectively they serve the purpose of solving the COVID-19 issues in an innovative way.
- We are REFLECTING… review and conclude our learning journey on this Growing Great Innovation inquiry.
Success Criteria: (Students can...)
- present prototype that is part of solving a community issue
- critique on others' prototype in terms of design features and effectiveness
- meaningfully reflect on prototype design and learning journey
Activities & Learning Tasks:
- prototype presentation
- self-reflection
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