Weekly outline

  • General

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  • 3 February - 9 February

    Kia ora 8C1

    Welcome back everyone!

    Please ensure that you have got your Science book, device and other stationery required in class. 


    TERM 1


    WEEK 1


    Success Criteria: I can/have...

    • Recall some of the things covered in the living world topic last year (Prior knowledge)


    Activities:

    1. Teacher records responses 
    2. Communicate to students what we are going to cover in more detail 


    Homework:

    Design a title page for the living world strand in your Science books


  • 10 February - 16 February

    Kia ora 8C1


    WEEK 2

    Context - He waka eke noa

    Under our context this term we will be looking at a tool of classification that allows it's user to identify items in the natural world. We will be exploring different habitats and how the plant life there has adapted to these habitats for their survival. However, given our changing environment due to elevated carbon dioxide levels, we will reflect on what does it mean for our plant biodiversity and the flow on effect on other organisms on planet Earth. We will also delve into the prospect of finding solutions collectively through collaboration, cooperation and communication 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the classifications that scientists use to identify species and organisms
    • We are EXPLORING parts of a plant
    • We are EXPLORING features of plants that help them adapt to their environment


    Success Criteria: I can/have...

    • State the purpose and need  of classification in Science
    • Create a dichotomous key
    • Use a dichotomous key


    Activities:

    1. Why is classification important?
    2. TedEd talk on classification of living things-https://ed.ted.com/on/2ILlCz9A
    3. Quiz-http://www.softschools.com/quizzes/science/classifying_living_things/quiz874.html
    4. Experience a dichotomous key-classification activity with pens and pencils
    5. Watch video on classification of birds-
    6. Use a dichotomous key of leaves to classify and identify a particular leaf
    7. Create your own dichotomous key 
    8. Interactive game-https://fergusonfoundation.org/btw-students/fish-identification/


    Homework:

    Education Perfect task



  • 17 February - 23 February

    Kia ora 8C1


    WEEK 3


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the classifications that scientists use to identify species and organisms
    • We are EXPLORING parts of a plant
    • We are EXPLORING features of plants that help them adapt to their environment

    Success Criteria: I can/have...

    • Classify plants into major groups
    • Identify the main parts of a plant
    • Explain how plants obtain, transport and use nutrients


    Activities:

    1. Create a dichotomous key for plants from information provided
    2. Draw a plant and label it's parts
    3. Recognise the Sun as our main source of energy
    4. Discuss the function of each part in your group and share
    5. Watch video - 
    6. Explain vocabulary-chlorophyll, vascular, stomata etc
    7. Explain how various functions carried out by the main parts of a plant help it to grow and survive


    Homework:

    Education Perfect



  • 24 February - 1 March


    Kia ora 8C1


    WEEK 4


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the classifications that scientists use to identify species and organisms
    • We are EXPLORING parts of a plant
    • We are EXPLORING features of plants that help them adapt to their environment

    Success Criteria: I can/have...

    • Explain the process of photosynthesis and the role of the Sun as a source of energy for plants
    • Know what flowering plants are
    • Define Adaptation 
    • Describe and explain the different types of plant adaptations that emerge in varying habitats


    Activities:

    1. Parts of a plant word search-https://www.ducksters.com/games/word_search/plants.php
    2. What is photosynthesis? Recap of vocab - chlorophyll, stomata, chloroplast etc
    3. Video on photosynthesis - 
    4. Quiz on photosynthesis - http://studyjams.scholastic.com/studyjams/jams/science/plants/photosynthesis.htm
    5. Crossword - https://www.proprofs.com/games/crossword/photosynthesis-2/
    6.  Characteristics of a flowering plant
    7. Define adaptation as it relates to plants
    8. List different plant habitats
    9. Identify examples of adaptations made by plants



    Homework:

    Education Perfect



  • 2 March - 8 March

    Kia ora 8C1


    WEEK 5


    Success Criteria: I can/have...

    • Know what are flowering pants
    • Define adaptation in relation to plants
    • Describe and explain the different types of plant adaptations that emerge in varying habitats


    Activities:

    1. What are flowering plants - Refer to dichotomous classification of plants
    2. What is adaptation - From that definition, can we define plant adaptation? Come up with a definition of plant adaptation in your group
    3. Would plant adaptations be the same everywhere? Why/Why not? - Class discussion
    4. Identify examples of adaptations made by plants
    5. List different plant habitats
    6. Video - 
    7. Desert Plants - what characteristics of the plant helps it to survive in hot/dry conditions
    8. Plant adaptation - Quiz - http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-adaptations.htm
    9. Quiz - https://www.educationquizzes.com/ks3/science/adaptation-of-animals-and-plants-01/?q=adaptations


    Homework:

    Education Perfect


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on evolution and adaptation of flowering plants and adaptations made by these plants to survive in their natural habitats.

  • 9 March - 15 March

    Kia ora 8C1


    WEEK 6


    Success Criteria: I can/have...

    • Describe and explain the different types of plant adaptations that emerge in varying habitats


    Activities:

    1. Introduce assessment
    2. Break down of different parts of assessment
    3. Introduce rubric
    4. Scaffold rubric
    5. Students make a start on researching
    6. Useful websites


    https://www.slideshare.net/vrushti_shah/plants-living-surviving

    https://www.ducksters.com/science/ecosystems/desert_biome.php

    https://mocomi.com/adaptations-in-plants/

    https://isebindia.com/icpep-5/icpep5-s-3.html

    http://www.mbgnet.net/bioplants/adapt.html

    Homework:


    Research for assessment



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to research a plant in it's natural habitat and identify the adaptations it has made with its environmental characteristics.
    • We are PLANNING to present our findings in a creative way.

  • 16 March - 22 March

    Kia ora 8C1


    WEEK 7


    Success Criteria: I can/have...

    • Describe and explain the different plant adaptations that emerge in varying habitats


    Activities:

    1. Follow up from Tane forest visit - Revisit assessment and rubric
    2. Students carry on with research task
    3. Teacher conferencing on progress


    Homework:

    Research for assessment



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to research a plant in it's natural habitat and identify the adaptations it has made with its environmental characteristics.
    • We are PLANNING to present our findings in a creative way.

  • 23 March - 29 March

    Kia ora 8C1


    WEEK 8


    Success Criteria: I can/have...

    • Describe and explain the different plant adaptations that emerge in varying habitats


    Activities:

    1. Students continue work on assessment
    2. Teacher conferencing and feedback
    3. Early finishers - Save the forests activity - Instructions on Google classroom


    Homework:

    Research task for assessment


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to research a plant in it's natural habitat and identify the adaptations it has made with its environmental characteristics.
    • We are PLANNING to present our findings in a creative way.

  • 30 March - 5 April


    SCHOOL HOLIDAYS

    TAKE CARE, STAY SAFE AND BE KIND

  • 6 April - 12 April


    SCHOOL HOLIDAYS

    TAKE CARE, STAY SAFE AND BE KIND


    TERM 2 BEGINS WED 15TH MARCH (Through Distance Learning)

  • 13 April - 19 April


    Kia ora 8C1


    TERM 2   WEEK 1

    Welcome to Term 2. Hope you and your families are well and you had a relaxing break.

    Continuing with the same topic as last term, we will be studying the life cycle of a flowering plant for two weeks.


    Success Criteria: I can/have...

    • Understand and order the stages of the life cycle of a flowering plant


    Activities:

    1. Study the parts of a flower from the website and images provided.-  https://web.extension.illinois.edu/gpe/case1/c1facts2d.html  Draw a flower and label its parts (in your science books OR on refill/paper if you don't have your science book). There is another resource at the bottom of the course page.
    2. What are the male parts of a flower called?
    3. Which part produces pollen?
    4. What are the female parts of a flower called?
    5. What does the ovary contain?
    6. Extension for early finishers - Interactive game - https://online.seterra.com/en-an/vgp/3813
    7. QUIZ - https://k8schoollessons.com/parts-of-a-flower-quiz-1/


    Homework:

    Complete all outstanding Education Perfect tasks from last term

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on evolution and adaptation of flowering plants and adaptations made by these plants to survive in their natural habitats.
    • We are FOCUSSING on developing an understanding of the life cycle of a flowering plant.

  • 20 April - 26 April

    Kia ora 8C1

    TERM 2   WEEK 2


    Success Criteria: I can/have...

    • Begin to develop an understanding of pollination and fertilisation in flowering plants
    • Understand and order the stages of the life cycle of a flowering plant


    Activities:

    Session 1

    1. Watch video on pollination and fertilisation in plants (Let the ad in between the video just play)- 
    2. Answer the following questions ( You can also refer to this website to answer your questions) - https://web.extension.illinois.edu/gpe/case1/c1facts2d.html. Do it in your Science books or on a refill/paper.

    • In your own words, explain what is fertilisation and how does it occur?
    • In your own words, explain what is pollination and how does it occur?
    • Name some agents of pollination.

    Session 2

    1. Attempt the activity on Lifecycle of a flowering plant (At the bottom of the course page). This can be done in your Science books. Construct the squares and copy the captions into each. Then write each description given below into the correct box, filling in the missing words. You can also draw the pictures if you like.

    Session 3

    1. Interactive task - http://studyjams.scholastic.com/studyjams/jams/science/plants/flowers.htm
    2. Quiz - https://k8schoollessons.com/pollination-and-fertilization-quiz/
    3. Education Perfect task - Code - 232SM6


    Homework:

    Education Perfect

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on evolution and adaptation of flowering plants and adaptations made by these plants to survive in their natural habitats.
    • We are FOCUSSING on developing an understanding of the life cycle of a flowering plant.

  • 27 April - 3 May

    Kia ora 8C1

    TERM 2  WEEK 3


    This week we are concluding our topic on adaptations by understanding New Zealand's unique landform and native species.


    Success Criteria: I can/have...

    • Explain how NZ's landscape is unique and how the plant and animal species have adapted here


    Activities:

    • Do the first Education Perfect task and answer the first question. Then do the second Education Perfect task and answer the second question.  
    • Explain in your own words (in your science books/paper) :-)

    1. The unique features of NZ plants and animals and how they have adapted to NZ environment
    2. Threats facing NZ wildlife and conservation


    Homework:

    Education Perfect


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on evolution and adaptation of flowering plants and adaptations made by these plants to survive in their natural habitats.
    • We are FOCUSSING on developing an understanding of the life cycle of a flowering plant.
    • We are FOCUSSING on explaining the isolated geographical position of NZ and its distinctive ecology.

  • 4 May - 10 May

    Kia ora 8C1

    TERM 2   WEEK 4

    This week we are learning about common microorganisms such as bacteria and viruses.

    Success Criteria: I can/have...

    • State what is a virus
    • Compare a virus and bacteria in basic terms
    • A basic understanding of the life cycle of a virus
    • Research the life of Edward Jenner


    Activities:

    Session 1

    1. Read the information on microorganisms given here - https://www.educationquizzes.com/us/middle-school-6th-7th-and-8th-grade/science/health-viruses-bacteria-and-fungi/
    2. Attempt the quiz
    3. Watch video on what are viruses - 
    4. Answer the questions

    • Write two main differences between viruses and bacteria.
    • Explain why scientists consider viruses to be non-living.


    Session 2

    1. Read the information  (How a virus infects a cell) given below.
    2. Watch this simulation on how a virus invades a cell - https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=448 (Click on launch gizmo to play the simulation. It allows you to watch it for 5 mins only so watch and read carefully the first time! Use left and right arrows on top to see all the stages.)
    3. Use the information from 1 and 2 to do the Stages of Attack activity given below
    4. Do order the events activity given below.


    Session 3

    1. Watch video Edward Jenner story - 
    2. Attempt the Edward Jenner cloze activity and the comprehension activity given below


    Homework:

    Catch up on Education Perfect tasks

    Complete work from the sessions 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the question, "what is a virus?"
    • We are EXPLORING conceptualising how a virus infects a cell
    • We are EXPLORING through research the discovery and eradication of a particular virus (Edward Jenner)

  • 11 May - 17 May

    Kia ora 8C1

    TERM 2  WEEK 5


    Success Criteria: I can/have...

    • Identify some physical and chemical properties of a given substance
    • Understand and identify physical and chemical changes


    Activities:

    Session 1

    1. Do the Education Perfect tasks -  Physical Properties and Chemical Properties
    2. Attempt quiz - https://www.educationquizzes.com/ks3/d-and-t/resistant-materials-01/?q=physical+properties


    Session 2

    1. Do the education Perfect tasks Physical Change and Chemical reactions
    2. Watch video and choose follow on activities to do - https://jr.brainpop.com/science/matter/physicalandchemicalchanges/?panel=login&refer=/science/matter/physicalandchemicalchanges/activity/


    Session 3

    1. Complete EP tasks(priority) and other activities from S 1 & 2
    2. Write one example each of a physical change and chemical change. Explain the difference between the two.
    3. Word Search - https://www.proprofs.com/games/word-search/physical-and-chemical-changes/


    Homework:

    Education Perfect

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and comparing physical and chemical changes

  • 18 May - 24 May

    Kia ora 8C1

    TERM 2   WEEK 6


    Success Criteria: I can/have...

    • Identify the four states of matter
    • Determine whether an example of matter is solid, liquid, plasma or gas
    • List characteristics of each state


    Activities:

    1. Quiz on Physical and Chemical changes - https://quizizz.com/join/quiz/5ad3e512b62da3001a3b6ac7/start?from=soloLinkShare&referrer=5eb3463cc656b2001b960f76
    2. EP task - Introduction to particles
    3. Information and quiz - https://www.ducksters.com/science/solids_liquids_gases.php
    4. Mini project


    Homework:

    Catch up with tasks from previous weeks


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and comparing physical and chemical changes
    • We are FOCUSSING on identifying and defining the properties of matter

  • 25 May - 31 May

    Kia ora 8C1

    TERM 2   WEEK 7

    Success Criteria: I can/have...

    • State what is matter
    • Start to develop an understanding of particles, atoms and molecules
    • An idea about the structure of an atom


    Activities:

    1. Teacher prompts discussion on matter and atoms through questioning
    2. Introduce the concept of molecules
    3. Watch video - 
    4. Group work to present understanding from video
    5. Write example of water molecule (made from hydrogen and oxygen atoms) in books
    6. Present visual of and discuss the structure of an atom with class and explain components
    7. Interactive activity - https://www.ducksters.com/science/molecules.php


    Homework:

    Education Perfect

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and comparing physical and chemical changes
    • We are FOCUSSING on identifying and defining the properties of matter
    • We are FOCUSSING on clarifying and developing our understanding of the particle nature of matter

  • 1 June - 7 June

    Kia ora 8C1

    TERM 2   WEEK 8


    Success Criteria: I can/have...

    • Start to develop an understanding of particles - atoms and molecules
    • An idea about the structure of an atom 
    • Explain in basic terms what is carbon and why is it important


    Activities:

    1. Recap of last week's learning - http://studyjams.scholastic.com/studyjams/jams/science/matter/atoms.htm
    2. Quiz - https://quizizz.com/admin/quiz/5a83068bfbcc47001fa5624c
    3. Periodic table activity 
    4. Online activity - https://www.ducksters.com/science/the_atom.php
    5. Class discussion on 'What do we know about carbon?' 


    Homework:
    Education Perfect



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and comparing physical and chemical changes
    • We are FOCUSSING on identifying and defining the properties of matter
    • We are FOCUSSING on clarifying and developing our understanding of the particle nature of matter

  • 8 June - 14 June

    Kia ora 8C1

    TERM 2   WEEK 9


    Success Criteria: I can/have...

    • Describe what is carbon
    • Recognise that there is a finite amount of carbon on earth
    • Model how carbon moves around in the environment from one place to another
    • Define and explain the carbon cycle
    • Identify how humans influence the carbon cycle


    Activities:

    1. What is carbon - Class responses 
    2. Take a quiz on carbon - https://quizizz.com/admin/quiz/5ca357fb0db974001a39a7d7/carbon-cycle
    3. Discussion after quiz - Is there a finite/infinite amount of carbon dioxide in the air? How do you think the carbon dioxide goes around in the atmosphere? 
    4. Carbon cycle - What does a cycle refer to? How does a carbon cycle work?
    5. Which processes release carbon dioxide into the atmosphere and which ones remove CO2 from the atmosphere?
    6. Carbon cycle video - Simple - 
    7. Carbon cycle video - Detailed -   (watch up to the quiz)
    8. Draw the diagram representing the carbon cycle
    9. Read and quiz activity - https://www.ducksters.com/science/ecosystems/carbon_cycle.php
    10. Interactive activity - http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/carbon-cycle.htm
    11. Word search - https://cybersleuth-kids.com/wordsearchgames/carbon_oxygen_cycles_wordsearch_puzzle.htm
    12. Crossword - https://www.proprofs.com/games/crossword/carbon-cycle-1/


    Homework:

    Complete tasks from class
    Education Perfect

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING interpreting the carbon cycle
    • We are EXPLORING identifying and recognising the impact of human activities on the carbon cycle

  • 15 June - 21 June

    Kia ora 8C1

    TERM 2   WEEK 10


    Success Criteria: I can/have...

    • Define and explain the carbon cycle
    • Identify how humans influence the carbon cycle and analyse the impact of human activity on the carbon cycle


    Activities:

    1. Recap of the carbon cycle - https://www.brainpop.com/science/earthsystem/carboncycle/
    2. Carbon processes and carbon stores activity
    3. Carbon cycle interactive activity - https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle
    4. EP Task
    5. Introduce Rubric
    6. Scaffold assessment rubric
    7. Students start preparing for assessment


    Homework:

    Education Perfect


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and explaining the main stages in the carbon cycle.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING recognising and analysing the impact of human activities on the carbon cycle.

  • 22 June - 28 June

    Kia ora 8C1

    TERM 2   WEEK 11


    Success Criteria: I can/have...

    • Define and explain the carbon cycle
    • Identify how humans influence the carbon cycle and analyse the impact of human activity on the carbon cycle


    Activities:

    1. Revisit Rubric
    2. Revision tasks for carbon cycle - Attempt carbon cycle activity sheet
    3. Practice Quiz - https://www.educationquizzes.com/gcse/science/biology-the-carbon-cycle-aqa-syllabus-a/?q=carbon+cycle
    4. Assessment task given out
    5. If completed assessment start on Mini project - Creating a visual representation of an atom from the periodic table


    Homework:

    Preparation for assessment


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and explaining the main stages in the biological carbon cycle.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING recognising and analysing the impact of human activities on the carbon cycle.

  • 29 June - 5 July

    Kia ora 8C1

    TERM 2   WEEK 12

    Success Criteria: I can/have...

    • Make a model/prototype of an atom of an element from the periodic table


    Activities:

    1. Choose an element from the periodic table
    2. Study its atom make up
    3. Design your model
    4. Construct/Build model
    5. Ernest Rutherford - Life, discoveries and achievements - https://kidskonnect.com/people/ernest-rutherford/
    6. Video on Gold Foil Experiment - 


    Homework:

    Education Perfect

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to design and construct a prototype of an atom

  • 6 July - 12 July


    TERM   HOLIDAYS

  • 13 July - 19 July


    TERM   HOLIDAYS

  • 20 July - 26 July

    Kia ora 8C1

    TERM 3   WEEK 1


    Success Criteria: I can/have...

    • Make a model/prototype of an atom of an element from the periodic table


    Activities:

    1. Recap of what is an atom and its components
    2. Revisit your design (if not started then choose an element from the periodic table and study its atom make up before designing your model)
    3. Once happy with design and checked with teacher, start constructing/building your model/prototype


    Homework:

    Education Perfect

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING design and construct a prototype of an atom

  • 27 July - 2 August

    Kia ora 8C1

    TERM 3   WEEK 2


    Success Criteria: I can/have...

    • Make a model/prototype of an atom of an element from the periodic table


    Activities:

    1. Revisit design of model/prototype
    2. Make any required changes after conferencing with Teacher
    3. Start building prototype (can use equipment provided by Teacher)


    Homework:

    Education Perfect

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to design and construct a prototype of an atom

  • 3 August - 9 August

    Kia ora 8C1

    TERM 3  WEEK 3


    Success Criteria: I can/have...

    • Define Force
    • Name different kinds of forces
    • Recap the forces of friction and gravity


    Activities:

    Class discussion on:

    1. What is force?
    2. What can force do?
    3. How does the force of friction and gravity work?
    4. Difference between weight and mass


    Tasks:

    1. Simple experiments to demonstrate friction and gravity
    2. EP Tasks
    3. Quiz on the concept of force, friction and gravity - https://quizizz.com/admin/quiz/5a9c9d66817054001b8d0026/friction
    4. Video and quiz - http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm 


    Homework:

    Education Perfect


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING what is a force through observation of how things move.
    • We are EXPLORING the forces of friction and gravity by conducting simple experiments.

  • 10 August - 16 August

    Kia ora 8C1

    TERM 3   WEEK 4


    Success Criteria: I can/have...

    • Understand and use the key vocabulary in the topic of magnetism
    • Determine which objects are magnetic and which are not
    • Observe that a magnet has two sides - North pole and South Pole
    • Describe the interaction between like and unlike poles


    Activities:

    1. What are magnets? Where do we use them in everyday life?
    2. What material are magnets usually made from? What kind of objects are magnetic?
    3. Conduct paper clip experiment to demonstrate how metallic objects can become temporary magnets.
    4. Introduce a bar magnet. Identify that all magnets have a North and South pole. Conduct 2 bar magnet experiment for students to infer that like poles repel and unlike poles attract.
    5. Watch video - 
    6. Use the information in the video, discussions in class and the word list to attempt Fill in the blanks activity given below. 


    Homework:

    Education Perfect


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of magnetism by conducting experiments using magnets.
    • We are EXPLORING recognising temporary and permanent magnets.
    • We are EXPLORING observing and discovering the interaction between two magnets

  • 17 August - 23 August

    Kia ora 8C1

    TERM 3   WEEK 5


    Success Criteria: I can/have...

    • Know the difference between mass and weight 
    • Identify the relation between mass and weight and gravity


    Activities:

    • Education Perfect - Please try and catch up with your EP tasks starting with the most recent ones. There are 2 new tasks this week on the topics of weight and mass and friction.

    • Optional - EP Science competition starting from Tue 18th Aug 6.00PM till Tue 25th Aug 6.00PM

    • Ideas for practical off computer tasks for skill learning - Refer to doc sent to you

    • AKO PROJECT - To be set up by your LA Teacher on Google Classroom


    Homework:
     

    Education Perfect


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the difference between weight and mass and finding its relation to the force of gravity.

  • 24 August - 30 August

    Kia ora 8C1

    TERM 3  WEEK 6


    Success Criteria: I can/have...

    • Understand the terms 'like poles' and 'unlike poles'
    • Understand the concept around the terms 'attract' and 'repel' in terms of magnetism


    Activities:

    1. Main Focus - AKO PROJECT
    2. Education Perfect task on magnetism


    Homework:

    Education Perfect

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of magnetism by conducting experiments using magnets.
    • We are EXPLORING recognising temporary and permanent magnets.
    • We are EXPLORING observing and discovering the interaction between two magnets

  • 31 August - 6 September

    Kia Ora 8C1

    TERM 3   WEEK 7


    Success Criteria: I can/have...

    • Identify the North and South Pole of a magnet
    • Describe the interaction between magnetic poles
    • Observe that magnets have a forcefield


    Activities:

    1. Recap learning on magnetism so far
    2. Conduct two bar magnet to identify that like poles repel and unlike poles attract
    3. Complete worksheet
    4. EP Tasks


    Homework:

    Education Perfect

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of magnetism by conducting experiments using magnets.
    • We are EXPLORING observing and discovering the interaction between two magnets
    • We are EXPLORING observing and discovering a magnetic field through experiments

  • 7 September - 13 September

    Kia ora 8C1

    TERM 3   WEEK 8


    Success Criteria: I can/have...

    • Observe that magnets have a force field
    • Identify the strength and direction of a magnetic field


    Activities:

    1. Recap the learning on magnetism from last week

    2. Conduct iron filings and magnet experiment to conceptualise magnetic field followed by discussion of observations

    3. Watch video - 

    4. Attempt task on magnetic field

    5. Introduction to the Earth's magnetic field and how a compass works to show us the direction


    Homework:

    Complete work started in class



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing an understanding of the magnetic field
    • We are FOCUSING on observing and describing what a magnetic field looks like.
    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of magnetism by conducting experiments using magnets
    • We are EXPLORING finding and observing a magnetic field around a magnet through experiments

  • 14 September - 20 September

    Kia ora 8C1

    TERM 3  WEEK 9


    Success Criteria: I can/have...

    • Begin to understand Earth's magnetic field


    Activities:

    1. Recap of how a magnetic field works around a magnet
    2. Make sense of Earth's magnetic field through discussion on projected image of Earth's magnetic field.
    3. Explore how a magnetic compass works (by detecting Earth's natural magnetic field)
    4. Video -   (watch up to 1.15secs)
    5. Make your own compass and test it
    6. Instructional writing on making a compass


    Homework:

    Education Perfect


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing an understanding of the magnetic field
    • We are FOCUSING on observing and describing what a magnetic field looks like.
    • We are FOCUSING on discussing the Earth's natural magnetic field

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create our own compass

  • 21 September - 26 September

    Kia ora 8C1

    TERM 3   WEEK 10

    Success Criteria: I can/have...

    • Apply my knowledge of forces and magnetism

    Activities:

    1. Magnetism Reading and quiz - https://www.ducksters.com/science/magnetism.php
    2. Magnets and magnetism quiz - https://quizizz.com/join/quiz/570fe166986d11e30cebf437/start
    3. Interactive crossword - http://www.vtaide.com/png/forces.htm
    4. Word Find - https://thewordsearch.com/puzzle/974501/forces-and-magnets/
    5. Magnetism worksheet


    Homework:

    Complete Magnetism worksheet


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing an understanding of the Earth's natural magnetic field

  • 28 September - 4 October


    TERM  HOLIDAYS

  • 5 October - 11 October


    TERM  HOLIDAYS

  • 12 October - 18 October

    Kia ora 8C1

    TERM 4   WEEK 1


    Success Criteria: I can/have...

    • Compare viruses and bacteria
    • Recognise that diseases arise from different kinds of agents
    • Understand how a virus reproduces using a host cell
    • Explore the relationship between infections and the body's response(immune system defences)
    • Discover the process in understanding a disease and developing a vaccine


    Activities:

    1. Class discussion on the similarities and differences between a virus and bacteria and both being agents of infection and disease
    2. What is a virus - https://www.youtube.com/watch?v=GFm45J8d7HI
    3. Watch video on how a virus reproduces - https://vaccinemakers.org/lessons/elementary/meet-germs
    4. In pairs, consider how our immune system might help against foreign invaders
    5. Animate explanation of how our immune system works 
    6. Attempt activity on the history of Polio vaccination


    Homework:

    Complete class tasks


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING viruses and bacteria and recognising them as pathogens
    • We are EXPLORING infection by conceptualising how a virus invades a host cell

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on steps involved in developing a vaccine.
    • We are FOCUSING on the immune system's response to vaccination.

  • 19 October - 25 October

    Kia ora 8C1

    TERM 4  WEEK 2


    Success Criteria: I can/have...

    • Explain the function of the immune system in your own words
    • Describe the nature and purpose of a vaccine


    Activities:

    1. Quiz to recap the learning from last week
    2. Why does the area around a wound swell/go red? This is called an immune response. What is the immune system?
    3. Immune system Video - https://www.youtube.com/watch?v=azE3rv5l28Y
    4. Steps in developing a vaccine - Discussion followed by video
    5. Complete related activities
    6. Interactive activities based on immune system defences, vaccines and how they work - Kids Boost Immunity


    Homework:

    Complete class activities

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on steps involved in developing a vaccine.
    • We are FOCUSING on the immune system's response to vaccination.

  • 26 October - 1 November

    Kia ora 8C1

    TERM 4  WEEK 3


    Success Criteria: I can/have...

    • Form a group and work cooperatively and collaboratively
    • Identify a problem in the scenario of a pandemic(Coronavirus)


    Activities:

    1. Introduce the concept of probletunities - Necessity is the mother of invention
    2. Brainstorm problems/challenges we faced/are facing during the coronavirus pandemic
    3. Teacher picks a problem from the ideas and asks class to come up with possible solutions(existing ones as well)
    4. Form your groups
    5. Identify a problem 


    Homework:

    Research work for project

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying a problem or challenge in the scenario of a pandemic.
    • We are FOCUSING on choosing a team to conduct research and develop our prototype.

  • 2 November - 8 November

    Kia ora 8C1

    TERM 4  WEEK 4


    Success Criteria: I can/have...

    • Collaborate to develop a prototype as a solution to a challenge or problem faced by individuals or a community during a pandemic


    Activities:

    1. Identify a problem 
    2. Fill in step 1 of your research document
    3. Step 2 - Start planning your research around your focus question
    4. Step 3 - Record and organise your information in your own words to answer your focus question


    Homework:

    Research for project 

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying a problem or challenge in the scenario of a pandemic.
    • We are FOCUSING on choosing a team to conduct research and develop our prototype.

  • 9 November - 15 November

    Kia ora 8C1

    TERM 4   WEEK 5


    Success Criteria: I can/have...

    • Collaborate to develop a prototype as a solution to a challenge or problem faced by individuals or a community during a pandemic


    Activities:

    1. Step 4 - Reflect on the information that you have got so far. Is it reliable does it answer your focus question?
    2. Summarise your findings in a short paragraph.
    3. Step 5 - Design your prototype and list the resources and equipment you will need to make your prototype
    4. Begin making prototype


    Homework:

    Research for project

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying a problem or challenge in the scenario of a pandemic.
    • We are FOCUSING on choosing a team to conduct research and develop our prototype.

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to collaborate in applying innovative thinking in designing and constructing a prototype towards solving a challenge/problem.

  • 16 November - 22 November

    Kia ora 8C1

    TERM 4  WEEK 6


    Success Criteria: I can/have...

    • Collaborate to develop a prototype as a solution for a challenge or problem faced by individuals or a community during a pandemic


    Activities:

    1. Revisit your design - Make changes/improvements based on new information
    2. Step 5 - Begin/continue working on making a prototype
    3. Test prototype
    4. Make necessary changes/improvements
    5. Step 6 - Fill in reflection


    Homework:

    Ideas for making/improving prototype


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to collaborate in applying innovative thinking in designing and constructing a prototype towards solving a challenge/problem.

  • 23 November - 29 November

    Kia ora 8C1

    TERM 4   WEEK 7


    Success Criteria: I can/have...

    • Recall the components of our solar system 
    • Understand the relative sizes of the planet in comparison to the sun


    Activities:

    1. Write what is our solar system made up of and the names of all the planets in order from the Sun.
    2. Research the following questions about the sun
    • What is the Sun and what size is it?
    • What force keeps the planets and other astronomical bodies in orbit around the sun?
    • What happens inside the Sun to provide the huge amount of energy that it releases?
    • Will the Sun ever run out of energy? 

    3. Attempt the activities - Planet Earth and Universe

    4. Draw a scale drawing to show the sizes of the planets as compared to each other and another scale drawing to show each planet's distance from the Sun.


    Homework:

    Complete class tasks


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the components of the Solar System to understand and recognise the scale of items within the universe.

  • 30 November - 6 December

    Kia ora 8C1

    TERM 4   WEEK 8

    Success Criteria: I can/have...

    • Recall the components of the solar system 
    • Understand the relative sizes of the planets in comparison to the Sun

    Activities:

    1.  Solar system quiz - https://www.ducksters.com/science/solarsystem.php
    2. Planets quiz -- https://quizizz.com/admin/quiz/58e3df8185f8eb8c1e69f8e9/the-solar-system
    3. Kahoot
    4. Earth quiz - https://www.educationquizzes.com/ks3/science/solar-system-02/?q=solar+system
    5. Word Find - https://thewordsearch.com/puzzle/3488/astronomy/
    6. Crossword 
    7. Education Perfect

    Homework:

    Complete EP task

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the components of the Solar System to understand and recognise the scale of items within the universe.

  • 7 December - 13 December

    Kia ora 8C1

    TERM 4  WEEK 8

    Success Criteria: I can/have...

    • Recap learning through quizzes and interactive games


    Activities:

    • Science quizzes, short videos and interactive activities, science games


    Homework:

    Complete EP tasks


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the components of the Solar System to understand and recognise the scale of items within the universe.

  • 14 December - 20 December