Weekly outline

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  • Term 1: Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are DEFINING "What is a Treaty?"
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are EXPLORING the key differences between the Māori and English versions of the Te Tiriti o Waitangi.
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are RESEARCHING to place ourselves in the wider context of people and places that represent my whakapapa.
    • We are EXPLORING various social and cultural issues in our school community.
    • We are EXPLORING needs, challenges, opportunities and possible actions in response to a community challenge.

    Image result for waitangi 2020"

    Kia ora 8F1.  It is my pleasure to be your  Global Studies  teacher this year  cwuzheng@mhjc.school.nz

    Term 1 Context: 'Face-off!'

    Whakataukī: He waka eke noa  -   ‘We are all in this together’
    Authentic Outcomes:   Kindness Week social action and 'Pink Shirt Day' flashmob 
    UN Goal:  #11 ‘Sustainable Communities and Cities’

    This week we will sign up to our 8F1 'Google Classroom' page to complete our 'Why do we Celebrate Waitangi Day?' learning activity.  Next week you will learn how to create your own personal mihi/pepeha. 



    Activities:

    1. Please first complete your Reading Plus InSite test. This should take between 20 and 30 minutes. 

    2. On Google Classroom , click the 'plus' sign and enter the classroom code: 6kscxpr
      https://classroom.google.com/u/0/c/NTAyMjEzODk3MjJa
    3. Read current events articles - 2018 and 2019 Waitangi Day messages (speeches) by Prime Minister Jacinda Adern.  
    4. View the video below...  Waitangi - What Really Happened: Part 1  
    5. Open the document in Google Classroom titled, 'Why do we celebrate Waitangi day?'  and record your name and class. 

    6. View video (as a class) 'The Treaty of Waitangi - An Introduction'.
       
    7. Complete questions 1-3 using the link provided and the information learned from the short video and ideas from our shared reading of the school journal 'Te Tiriti o Waitangi' attached below. 

    8. View the A3 hard copy of the Treaty of Waitangi in English, Maori translation, then the Maori version that has been translated into English again.  Discuss. 

    Further Learning:

    Please complete questions 1-3 for homework.  We will finish this document during class time, and 'submit' it on Google Classroom on Wednesday 12th February. 


  • Term 1: Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are DEFINING "What is a Treaty?"
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are EXPLORING the key differences between the Māori and English versions of the Te Tiriti o Waitangi.
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are RESEARCHING to place ourselves in the wider context of people and places that represent my whakapapa.
    • We are EXPLORING various social and cultural issues in our school community.
    • We are EXPLORING needs, challenges, opportunities and possible actions in response to a community challenge.

    Term 1 Context: 'Face-off!'

    Whakataukī: He waka eke noa  -  ‘We are all in this together’
    Authentic Outcomes: Kindness Week social action and 'Pink Shirt Day' flashmob 
    UN Goal:  #11 ‘Sustainable Communities and Cities’


        This week we will complete your  'Why do we celebrate Waitangi Day?'  activity then  learn how to create a personal mihi/pepeha.


        Activities:
        1. On Google Classroom, open your 'Why do we celebrate Waitangi Day?' document and complete the chart on Pg 2, to identify the similarities and differences between the English and Maori versions of the Treaty. Highlight which of the 3 articles are 'the same' or 'different'.
                 2. Complete questions 5 & 6 then revise your document, before  'turning in'.
        3. Complete a visual timeline in your exercise books, using pg 16 of the school journal to help you. 
         4. Speak to your family members about your whakapapa (genealogy) that could be represented in your mihi poster. 
        5. Read through the slideshow, 'My Mihi - Whakapapa' .
         6. View the two exemplars of completed mihi posters.  Contribute to the class discussion, what effective visual and verbal features have been used?
         7. Write the LI and SC in your Global Studies exercise book.  
         8. Start developing your personal mihi in your Global Studies exercise book in both English and Te Reo, carefully selecting mountains, oceans, rivers and people that are important to you and to your family.

        Further Learning:

        • Please complete your 'Why do we celebrate Waitangi Day?' document during classtime, and 'Turn In' for marking on Wednesday 12th February. 
        • Speak to your family members about your whakapapa (genealogy) that could be represented in your mihi poster. 




  • Term 1: Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are DEFINING "What is a Treaty?"
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are EXPLORING the key differences between the Māori and English versions of the Te Tiriti o Waitangi.
    • We are EXPLORING why different groups/stakeholders may have wanted a Treaty.
    • We are EXPLORING reasons why some rangatira (chiefs) did not sign the Treaty of Waitangi.
    • We are RESEARCHING to place ourselves in the wider context of people and places that represent my whakapapa.
    • We are EXPLORING various social and cultural issues in our school community.
    • We are EXPLORING needs, challenges, opportunities and possible actions in response to a community challenge.

    Term 1 Context: 'Face-off!'

    Whakataukī: He waka eke noa  -  ‘We are all in this together’
    Authentic Outcomes: Kindness Week social action and 'Pink Shirt Day' flashmob 
    UN Goal:  #11 ‘Sustainable Communities and Cities’

    Activities:

      This week we will complete your  'Why do we celebrate Waitangi Day?'  activity then  earn how to create a personal mihi/pepeha. 

        1. Speak to your family members about your whakapapa (genealogy).
        2. Read through the slideshow, 'My Mihi - Whakapapa' .
        3. Write the LI and SC in your Global Studies exercise book.  
         5. Start developing your personal mihi in your Global Studies exercise book in both English and Te Reo, carefully selecting mountains, oceans, rivers and people that are important to you and to your family.


        Further Learning:

        • Please complete your timeline for homework. 
        • Speak to your family members about your whakapapa (genealogy).

  • Term 1: Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING various social and cultural issues in our school community.
    • We are EXPLORING needs, challenges, opportunities and possible actions in response to a community challenge.

    Term 1 Context: 'Face-off!'

    Whakataukī: He waka eke noa  -  ‘We are all in this together’
    Authentic Outcomes:  Kindness Week social action and 'Pink Shirt Day' flashmob 
    UN Goal:  #11 ‘Sustainable Communities and Cities’

    This week we will EXPLORE the origins of Kindness Week that will be celebrated at MHJC during Week 4 of Term 4. 


    Activities:

    1. Go to Google Classroom and open your 'Face-Off' inquiry management plan.  Write your name and class on this document. 
    2. Shared class reading of 'Your Task' on Page 1.
    3. We will explore and discuss the context of 'Kindness Week' by viewing the clip with founder  . 
    4. Record answers for the class-based questions that were discussed for Exploring the Context: 'A'
    5. View the clip below of Joshua Iosefo's famous speech, 'Brown Brother'.  
    6. Record answers for the class-based questions that were discussed for Exploring the Context: 'B'
    7. View the inspirational film, 'BatKid'.  Here is the link to the official trailer.... 
    8. Record answers for the class-based questions that were discussed for Exploring the Context: 'C'


      Further Learning:

      • Please complete your 'full answers' on page 2 of your Inquiry Management Plan. 


    • Assignment icon
      8f1 Global Studies Assessment 1 Assignment

      Your Task:

      You are being challenged to contribute to MHJC’s ‘Kindness Week’ initiatives, in Week 4 of Term 2.  To do this, you need to EXPLORE our context by identifying the needs, challenges and opportunities that exist to make our school a safe, inclusive and enjoyable place to learn.  

      Our EXPLORATION requires us to share our prior knowledge, personal experiences and initial research.  Through your completed social inquiry you will ‘Face-Off’ to make meaningful and impactful change to our learning community. 

  • Term 1: Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING various social and cultural issues in our school community.
    • We are EXPLORING needs, challenges, opportunities and possible actions in response to a community challenge.

    Term 1 Context: 'Face-off!'

    Whakataukī: He waka eke noa  -  ‘We are all in this together’
    Authentic Outcomes:  Kindness Week social action and 'Pink Shirt Day' flashmob 
    UN Goal:  #11 ‘Sustainable Communities and Cities’

    This week we finish EXPLORE the social/societal issues that exist in New Zealand, using the https://www.stats.govt.nz/ website to assist our research.  


    Activities:

    1. Go to Google Classroom and open your 'Face-Off' Inquiry Management Plan.   
    2. Complete your answers to our class-based A to C 'Exploring the Context' questions...
    3. View the New Zealand Statistics website https://www.stats.govt.nz/
    4. Complete our in-class WebQuest questions on Page 2 of your inquiry management plan. 
    5. Develop research questions for your Google Form survey (exploring areas of challenge and opportunity at MHJC).  Ask, what makes a good question?  How might I collect both numeric (quantitative) and response (qualitative) data?

    Further Learning:

    • Please complete your 'full answers' on page 2 of your Inquiry Management Plan. 


  • Term 1 : Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the needs and challenges that we have identified at our school
    • We are FOCUSING on looking at underlying problems/issues through the lens of safe schools
    • We are FOCUSING on choosing a community issue to respond to as active citizens

  • Term 1: Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the needs and challenges that we have identified at our school
    • We are FOCUSING on looking at underlying problems/issues through the lens of safe schools
    • We are FOCUSING on choosing a community issue to respond to as active citizens


    Success criteria:

    • I can compose questions which are relevant to the 'safe schools' context
    • I can use Google forms to pose questions


    Activities: Refer below



    Further Learning:

    • Finish composing four questions, which are relevant to the 'safe schools' context




  • Term 1: Week 8


    Success criteria:

    • I can collect data
    • I can construct a digital survey
    • I can share the survey through email 


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PREPARING appropriate survey questions so that we can collect 'safe schools' data
    • We are CONSULTING with our school community to identify needs and issues, by PREPARING a Google Site
    • We are COLLABORATING with mathematics, to graph and analyse our data
    • We are PLANNING and PERFORMING a social action to promote our safe school message


    Activity One:

    Continue to finish writing the questions for the "Face-off" management plan. The first and last question are different:

    1. What is your full name and class?
    2. Mental well-being: For the f irst question, ask about a mental issue such as the internet, and how the internet can negatively influence the thoughts of others
    3. Physical well-being:  For the second question, pose a question about the physical well being, such as bullying - being an up stander, not a bystander
    4. Ask a question along the lines of what they think MHJC should improve to be kinder to each other
    5. For the last question, ask your own question, related to Kindness week
    6. Come up with one more question to ask in relation to Kindness week e.g “From a scale of 1-5, how often do you think you have used kind words to your peers? 1 - not at all, 5 - whenever I can"


    Activity Two:

    Students answer their own questions, ask their questions to 5 classmates, and record their answers in their global studies book


    Extension:

    • Completed everything up to the SWOT Chart in the management plan
    • Students can complete the survey I posted on Google classroom


    Further learning

    • Finish completing the questions for your survey
    • Finish your introduction for the survey


  • Term 1: Week 9


  • Term 1: Week 10

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on the effectiveness and impact of our chosen social action
    • We are completing a self and peer evaluation to REFLECT upon our contribution to a shared group goal

  • Term 2: Week 1

    Success criteria:

    • I can create my own proposal for Kindness Week
    • I can answer the five Ws for my issue
    • I can create my own template


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PREPARING our own proposal for Kindness Week
    • We are ANSWERING the 5 Ws in relation to the Kindness Week proposal


    KINDNESS WEEK PROPOSAL

    This is an individual task, where you can think about the issues that we have discussed in class, about how MHJC can be kinder towards each other. Be creative and think about what activities of action you can do around MHJC during Kindness week. I have provided a template, please add your own words, change the fonts and the photos.

    Back at class, we will share our ideas with the group, and select our favourite action plan to carry out. The assignment will be set on Google classroom. 


    Instructions:

    1. Set up a template with 2 slides titled “(Name) - Safe schools week idea”

    2. Answer the 5 Ws - who, what, when, where, why, how this will take place

    3. Add two pictures of the action. One picture will be a drawing and the other can be an image found online. 

    4. Write a few sentences to describe the social action

    5. Use as much detail as possible


    Ideas of the social action could be: post it notes of kindness around the school, puns, a performance, a Kindness poster, encouraging bracelets, one pink fingernail with nail polish… (think of your own- yours will be much more creative than mine!)

    Remember that this is only two slides. Be creative! Think of different ways to lay out the information.


    Further learning

    • Completed everything up to the SWOT Chart in the management plan, as we will be sending out the surveys back at school


  • Term 2: Week 2

    Success criteria:

    • I can create my own proposal for Kindness Week
    • I can answer the five Ws for my issue
    • I can create my own template


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PREPARING our own proposal for Kindness Week
    • We are ANSWERING the 5 Ws in relation to the Kindness Week proposal


    Instructions:



    Further learning

    • Create a Kahoot for your class. You can decide on any topic such as countries of the world, questions related to the management plan, cities of Auckland, or coronavirus.
    • Complete the Global Studies Quiz - Term 2 Review on Google classroom



  • Term 2: Week 3

    Kia ora students and parents,

    The Kindness Week proposal deadline will be extended to Tuesday 5th May next week. Please finish working on the proposal before you work on the next assessment.
    _

    If you have FINISHED, there is a new activity called TRANSFORMING TED TALKS. Today we will be aiming to complete the first activity:

    ACTIVITY ONE
    Watch the first TED Talk, and answer the following questions below based on the TED talk

    Activities:



    These instructions can be found on Google Classroom. We will be working on this activity for around 2 weeks. Let me know if you have any questions. Have fun.

  • Term 2: Week 4

    TRANSFORMING TED TALKS

    This week we will be continuing with the activity Transforming TED Talks.  We are up to Activity Three of the 'Transforming Ted Talks' 


    Activities:

    1. Open 'Transforming TED Talks' on Google classroom
    2. Make a copy of the TED TALK template on slide 12
    3. Choose two TED Talk videos out of the 6 videos to watch
    4. Fill in the two templates based on the two TED Talks watched
    5. Send your questions to two different classmates to answer
    6. Add their answers to your powerpoint




    Extension:

    • Complete Activity four of Transforming TED Talks
    • Create a Kahoot for your class


  • Term 2: Week 5

    This week we will be catching up on the two activities: Kindness Week proposal and Transforming TED Talks


    TRANSFORMING TED TALKS

    Activities:

    1. Open 'Transforming TED Talks' on Google classroom
    2. Make a copy of the TED TALK template on slide 12
    3. Choose two TED Talk videos out of the 6 videos to watch
    4. Fill in the two templates based on the two TED Talks watched
    5. Send your questions to two different classmates to answer
    6. Add their answers to your powerpoint


    KINDNESS WEEK PROPOSAL

    Instructions:

    1. Set up a template with 2 slides titled “(Name) - Safe schools week idea”

    2. Answer the 5 Ws - who, what, when, where, why, how this will take place

    3. Add two pictures of the action. One picture will be a drawing and the other can be an image found online. 

    4. Write a few sentences to describe the social action

    5. Use as much detail as possible


    Extension:

    • Create a Kahoot for your class




  • Term 2: Week 6

    Activities:  

    Check-pointing:  Individual conferencing with Miss Wu-Zheng to ensure the Kindness Week proposal is completed in detail, and the finished assessment is uploaded as a pdf to MH Online


    Kindness Week proposal  - CHECKLIST 

    1. Fix your spelling and grammar (you will be assessed on this)

    2. Make sure you have answered all the questions in detail

    3. Removed my pictures and the introduction slide

    4. Changed the fonts and presentation of your slide to your own


    Global Studies Assessment 1 rubric: "Kindness Week proposal"



    Further Learning:     
    Please ensure all aspects of your Kindness Week proposal is finished and check-listed with Miss Wu-Zheng. 
    Make sure your proposal is handed in on MHOnline by Thursday 21st May

  • Term 2: Week 7

    Welcome back to school everyone - we have certainly missed you!  This Term we are beginning the context "Superstars" 

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING famous entrepreneurs from NZ and overseas
    • We are DEFINING innovation
    • We are DEFINING exploration


    Success Criteria:

    • I can define innovation
    • I can define exploration


    Achievement outcome:  Understand how exploration and innovation create opportunities and challenges for people, places, and environments. 

    Authentic Outcomes: Wearable arts, radio station, band


    Activities: (the following activities are to be completed in your global studies book)

    1. On Google classroom, open the "Superstar: Workbook exercises" activity

    2. Complete the DO NOW activity: defining the words 'innovation' and 'exploration'

    3. Match the name of the entrepreneur to their ‘claim to fame'

    4. Answer the question: what is an entrepreneur?

    5. Continue to answer the questions in the next few slides


    Further Learning: Homework
    Please ensure you have uploaded your 'Kindness Week Proposal' as a pdf onto MHOnline



  • Term 2: Week 8

    Superstars assessment

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the innovation of our chosen superstar
    • We are DEFINING innovation
    • We are DEFINING exploration


    Success Criteria:

    • I can write a paragraph based on the innovation of my superstar
    • I can evaluate which sources are the most useful to answer the questions in the case study


    Achievement outcome:  Understand how exploration and innovation create opportunities and challenges for people, places, and environments. 


    Activities: 

    1. On Google classroom, open the "Superstars - case study"
    2. Work through the activities on the first slide
    3. Add the Bibliography on the last  slide - copy and paste the links of each website you use

    Further Learning: Homework

    • Insert a video of your superstar talking about their innovation
    • Make sure you have finished writing a paragraph based on the innovation of your superstar


  • Term 2: Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on an area of interest to you
    • We are FOCUSING on either wearable arts, radio station or band
    • We are FOCUSING on choosing a theme related to "Superstars"

    Success criteria:
    • I can begin to collect more information about my area of interest
    • I can fill in a 'diary of action' during each session


    Activities: Refer below

    1. Open Google Classroom, in your Superstar - Diary & Reflection, discuss with your group and write down 3 goals for the day
    2. Assign different roles to each member of your group, and write the names on a document
    3. Begin to research more about your chosen interest (wearable arts, radio station or band)
    4. Attach a Youtube video of your area of interest in action
    5. Come up with the theme of your interest, related to the context this term of Superstars
    6. Come up for a name/ logo for your area of interest by writing a Reflection and a picture
    7. One of the members of your group will be filming your process
    8. Fill in the Superstar - Diary & Reflection by writing a Reflection and adding picture


    Further Learning:

    • Make sure you have handed in your Global Studies Assessment 2 - Superstar case study, as this is overdue


  • Term 2: Week 10

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a timeline for the order of events
    • We are FOCUSING on researching more about our area of interest

    Success criteria:
    • I can begin to collect more information about my area of interest
    • I can come up with 3 goals for each lesson
    • I can write a reflection after each lesson


    Activities: Refer below

    1. Open Google Classroom, in your Superstar - Diary & Reflection, discuss with your group and write down 3 goals for the day
    2. Assign different roles to each member of your group, and write the names on a document
    3. Begin to research more about your chosen interest (wearable arts, radio station or band)
    4. Attach a Youtube video of your area of interest in action
    5. Come up with the theme of your interest, related to the context this term of Superstars
    6. Come up for a name/ logo for your area of interest by writing a Reflection and a picture
    7. One of the members of your group will be filming your process
    8. Fill in the Superstar - Diary & Reflection by writing a Reflection and adding picture


    Further Learning:

    • Make sure you have handed in your Global Studies Assessment 2 - Superstar case study, as this is overdue



  • Term 2: Week 11

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on learning how to use different programmes used to record the audio
    • We are FOCUSING on researching more about our area of interest

    Success criteria:
    • I have a list of equipment to buy for the radio station
    • I can record audio using programmes such as Garage Band or Audacity


    Activities: Refer below

    1. Watch part of one of the 3 links for podcasting 
    2. Record the equipment you need, I would recommend using your own earphones/ headphones. Record how many people are in your group and whether you have enough earphones for people talking at the same time (eg 3)
    3. Type out important information while watching the video such as which app you will use to record the podcast. Two good apps to use are Garage band and Audacity
    4. Think about how you will share the music e.g upload the music onto Soundcloud
    5. Begin to record the draft of your podcast


          Further Learning:

          • Make sure you have handed in your Global Studies Assessment 2 - Superstar case study, as this is overdue

        1. Term 2: Week 12

          FOCUS / ARONGA

          FOCUS / ARONGA learning intentions:

          • We are FOCUSING on learning how to use different programmes used to record the audio
          • We are FOCUSING on making an engaging music performance/ podcast

          Success criteria:
          • I can video/ record the final product of my band/ radio station
          • I can share the video/ podcast with others


          Activities: Refer below

          Radio station

          1. Finalise the timeline
          2. Test the equipment including microphones, headphones, programmes and audio
          3. Begin to record the radio station using a programme such as Audacity or Garage Band, assigning roles to each member of your group
          4. Add your own music, either using 
          5. Edit the podcast to make sure you have no gaps in between
          6. Advertise your podcast and submit it onto the Global Studies 'diary and reflection' powerpoint


                Band

                1. Continue to practice the music with your band
                2. Record a final video of your performance and submit it onto the Global Studies 'diary and reflection' powerpoint


                Further Learning:

                • Make sure you have handed in your Global Studies Assessment 2 - Superstar case study, as this is overdue


              1. Term 2 Holidays: Week 1

              2. Term 2 Holidays: Week 2

              3. Term 3: Week 1

                Welcome to Term 3. Hope you all had a nice holiday.

                This week we are celebrating the Matariki: The Maori New Year, we will be learning about the meaning behind the celebration and also completing activities

                 Success criteria:
                • I can understand why we celebrate the Matariki
                • I celebrate the Matariki through research and creating art


                Activities: 

                1. Present the Matariki powerpoint to understand more about the Matariki
                2. Open the Matariki Challenge cards on Google classroom
                3. Make a new slide titled "Matariki" and begin to complete as many challenges as you can


                Further Learning:

                • Please email me your submission towards the radio station, whether it is unfinished or finished

              4. Term 3: Week 2


                This week or focus changes to our Term 3 context, which is 'Around the World in 80 Days'. For this learning journey, your challenge will be to create a physical passport. 

                 Achievement objective: 

                • Understand how formal and informal groups make decisions that impact on communities.

                Activities:
                1. View the videos about passports on Google Classroom 
                2. Complete the research activity, 'Why Do We Need a Passport?' on Google Classroom. 
                3. Take your own passport photo, check it on the passport photo checker website then print.  Please glue this into your passport. https://onlinephotochecker.passports.govt.nz/Home/PassportPhoto

                Further Learning:
                • Complete the Google Classroom task, 'Why Do We Need a Passport?' for homework. 

              5. Term 3: Week 3

                This week we will build our Geography knowledge, for our 'Around the World in 80 Days' assignment. 

                Big Idea:  'Around the World in 80 Days' 


                Activities:
                1. View the videos on Google Classroom, 'Latitude & Longitude Lesson'
                2. Complete the activity, 'Latitude & Longitude Activity' on Google Classroom


                Further learning:
                Complete the Google Classroom task, 'Latitude and Longitude Activity' for homework. 

              6. Term 3: Week 4

                  'Around the World in 80 Days' 


                Activities:
                1. On Google Classroom, open the document Travel Agent Questions - 'Around the World in 80 Days'
                2. Use the Google search engine to find the answers and write type the answers into the document


                Further learning:
                • Complete the Google Classroom task,Travel Agent Questions - 'Around the World in 80 Days' for homework. 
                • Please print out your passport photo, and glue this into your passport


              7. Term 3: Week 5

                FOCUS / ARONGA

                FOCUS / ARONGA learning intentions:

                • We are FOCUSING on enhancing our wellbeing by following Forest's Five ways to wellbeing


                Activities:


              8. Term 3: Week 6

                FOCUS / ARONGA

                FOCUS / ARONGA learning intentions:

                • We are FOCUSING on understanding how formal and informal groups make decisions that impact on communities


                A ctivities:
                1. Carry on working on the Longitude and Latitude activity on Google Classroom 
                2. Finish the Travel Agent Questions - ‘Around the World in 80 Days’
                3. Choose one of the 7 Wonders of the World, and write a PEEL paragraph about what it would be like to visit that location

                Further Learning: Take a passport photo which meets the NZ Passport Photo requirements and print it out. If you don’t have a printer, email it yourself to print at school

              9. Term 3: Week 7

                FOCUS / ARONGA

                FOCUS / ARONGA learning intentions:

                • We are FOCUSING on understanding how formal and informal groups make decisions that impact on communities
                • We are FOCUSING on developing our Social Science skills (eg. mapping (FACKTS)

                Success Criteria:                  
                • I can construct a map that shows FACKTS... Frame, Axis/arrow, Colour, Key, Title and Scale 

                Activities:
                1. This week will be completing our Term 2 mapping assessment during class time.  Instructions and resources are on our  Google Classroom page. 
                2.  Please show your understanding of  FACKTS in the completion of your mapping activity. 
                3. Please hand in your assessment to Ms Wu-Zheng for marking, then paste your marked assessment into your  Global Studies exercise book. 

                 



                Further learning:
                • Complete the Google Classroom task,Travel Agent Questions - 'Around the World in 80 Days' for homework. 
                • Please print out your passport photo, and glue this into your passport

              10. Term 3: Week 8

                FOCUS / ARONGA

                FOCUS / ARONGA learning intentions:

                • We are FOCUSING on understanding how formal and informal groups make decisions that impact on communities
                • We are FOCUSING on developing our Social Science skills (eg. mapping (FACKTS)

                Success Criteria:                  
                • I can write a PEEL paragraph to show that I can interpret the information on your map and news resources.

                Activities:
                1. Carry on working on the Term 3 mapping assessment during class time. 
                2. Begin to work on the PEEL paragraph to show that you can interpret the information on your map and news resources.
                3. Please hand in the physical copy of your completed map as well as your PEEL paragraph on the back of the map. Hand this in to Ms Wu-Zheng for marking

                 



                Further learning: 
                • Please print out your passport photo, and glue this into your passport

              11. Term 3: Week 9

                FOCUS / ARONGA

                FOCUS / ARONGA learning intentions:. 

                • We are FOCUSING on engaging in various Maori activities to embrace Maori Language Week

                Activities:

                1. Quiz: Testing our knowledge of Te Reo
                2. - Participation in Maori Language Week activities to earn a Cultural Badge


                Kia Ora Everyone -  Welcome to Maori Language Week


                This year for Māori Language Week, we are having a “Māori Language Moment” at 12pm on Monday 14th September to commemorate the actual time and day in 1972, when 30,000 signatures were delivered to Parliament calling for te reo Māori to be taught in schools.

                We will also be participating in this event with thousands of others across the country, by choosing a/various Māori language activity/activities so that you are able to earn a cultural cornerstone.


              12. Term 3: Week 10

                POLITICAL PARTY PROMISES

                Create a ‘Political Party Promises’ Slide on Google slides. 

                Have a look at the pictures as examples below.


                Activities:
                1. Write the heading ‘Political Party Promises’ on the slide
                2. Choose which party to write down the promises
                3. Have a look at the website “policy.nz”
                4. Write down 10 of the promises of the political party
                5. Extension: Add photos which relate to the promises mentioned




                Further learning:

                Make sure you have finished your mapping assessment, as this is already overdue

              13. Term 3 Holidays: Week 1

              14. Term 3 Holidays: Week 2

              15. Term 4: Week 1

                Welcome back to school! Hope you all have had a restful and exciting holiday

                Activities:

                1. With your table group, have a dig around in your files for the Kindness Week proposals and share the proposal with your group. Everyone will be sharing their proposal
                2. Vote for your favourite Kindness Week Activity to carry out during today and next lesson. One person will be in charge of drawing a tally for the one with the most votes. 
                3. Delegate tasks to each member of your group. Check with Ms Wu-Zheng if the activity is alright.
                4. Begin creating your Kindness Week project!



                Further Learning:

                • Collect all the equipment you will need for your Kindness Week proposal
                • Have a think about which political party you would like to vote for, as we will be participating in Kids Voting this week

              16. Term 4: Week 2

                Our new context this term is   Eco-Fest (Dragon's Den)

                Success Criteria: I can...

                • define 'sustainability' 

                Activities:

                1. Create the first slide for your  Eco-fest first powerpoint - include at least 3 images which represent the word 'Eco-fest.' Think about placement, colours, cool fonts
                2. Write down the members of your group on a new slide
                3. Write down the definition of 'sustainability' in your powerpoint, and as many synonyms as you can, with words which you understand

              17. Term 4: Week 3

                Eco-Fest (Dragon's Den)

                We are learning to: 

                Understand how events have causes and effects



                Activities:

                1. Have a look on Google Classroom for the case study on Boyan Slat
                2. Go to the website "www.oceancleanup.com" and answer the questions

              18. Term 4: Week 4

                Eco-Fest (Dragon's Den)

                We are learning to: 

                Understand how events have causes and effects

                Activities:

                1. Complete the activities from the slides sent to you through email on Eco-fest.
                2. Copy and paste the activities into the Eco-fest powerpoint

              19. Term 4: Week 5

                Eco-Fest (Dragon's Den)

                We are learning to: 

                Understand how events have causes and effects

                Activities:
                1. In your table groups, cut out the items into individual pieces
                2. Arrange the objects into the different bins
                3. Write a fancy title “Recycling Bins”
                4. Glue the objects onto a piece of paper 
                5. Write a paragraph explaining what each recycling bin is for
                    6.
                  Extension: Draw 10 of your own items to add to the recycling bins



                6. Term 4: Week 6

                  Eco-Fest (Dragon's Den)

                  We are learning to: 

                  Understand how events have causes and effects

                  Activities:

                  1. Define what “upcycle” means


                  2. Decide on your upcycle project and answer the questions: 


                  • Who are you going to carry this project out with? 
                  • Where are you going to find the materials? (School or home)
                  • What is the purpose of your creation?

                  3. Draw your proposed upcycle innovation 


                  4. Write down a list and label your drawing with the materials you are planning to bring from home/ school and which materials you will use

                  5. Create a quirky name for your upcycle product, and draw/ create online a title related to the theme

                7. Term 4: Week 7

                  Eco-Fest (Dragon's Den)

                  We are learning to: 

                  Understand how events have causes and effects


                  Activities:

                  We will be presenting our Eco-fest innovations this Friday. Make sure that you have finished creating your eco product and have prepared what you are planning to say.

                8. Term 4: Week 8

                  Eco-Fest (Dragon's Den)

                  We are learning to: 

                  Understand how events have causes and effects


                  Activities:

                  We will be reflecting on our project for the Eco-fest. Answer the following questions:

                  - How well do you think you presented your innovation? (use of eye contact, appropriate tone and volume)
                  - How did you work well together as a team?
                  - Overall, what do you think you did well?
                  - What do you think you would improve on for next time?


                9. Term 4: Week 9

                10. 14 December - 20 December