10C1 Science
Weekly outline
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Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
In time, you will be researching a scientific issue related to genetics and presenting your findings as a TED Talk!
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: bwo37pq
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Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
In time, you will be researching a scientific issue related to genetics and presenting your findings as a TED Talk!
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
Activities:
- Reading interesting texts to answer questions
- Watch media to gain knowledge
- Research
Google Classroom code: bwo37pq
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Example of a Punnett square with keywords that are used to describe certain alleles.
Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
In time, you will be researching a scientific issue related to genetics and presenting your findings as a TED Talk!
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
Activities: Any questions please email me.
- Word bank activity: write definitions for these words - chromosomes, genes, traits, DNA.
- Practise using Punnett squares to predict inheritance. Please complete all of these SciPad pages listed in the screenshots. The SciPad pages can be found on Google Classroom.
- Videos to help you complete Punnett squares to predict inheritance - see Google Classroom.
Google Classroom code: bwo37pq
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Example of a Punnett square with keywords that are used to describe certain alleles.
Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
In time, you will be researching a scientific issue related to genetics and presenting your findings as a TED Talk!
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: bwo37pq
-
Example of a Punnett square with keywords that are used to describe certain alleles.
Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
In time, you will be researching a scientific issue related to genetics and presenting your findings as a TED Talk!
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
- We are EXPLORING the theory of evolution.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
- Demonstrate a basic understanding of evolutionary processes.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: bwo37pq
-
Kia ora 10C1,
Our context is relationships, iRise
Big Idea
This term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
Our value is pono, integrity.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our genetics knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of genetics by applying it to different situations.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- complete Punnett squares in order to predict patterns of inheritance.
- explain the processes of DNA replication, mitosis and meiosis using scientific language.
- demonstrate a basic understanding of evolutionary processes
Activities:
- You will be working independently on Science Assessment 1 2021.
- During Monday's science lesson, please see Google classroom for instructions and read these CAREFULLY.
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Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the relationship between DNA, chromosomes, alleles and genes and how these determine inheritance and variation in organisms.
- We are EXPLORING the theory of evolution.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
- Demonstrate a basic understanding of evolutionary processes.
- Describe how living things have changed over time.
- Discuss why many many living things in New Zealand are unique to us.
- Discuss the process and ethics of cloning.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 10C1,
Our context is relationships, iRise
Big IdeaThis term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
Our value is pono, integrity
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our learning in genetics and evolution.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
- Demonstrate a basic understanding of evolutionary processes.
- Describe how living things have changed over time.
- Discuss why many many living things in New Zealand are unique to us.
- Discuss the process and ethics of cloning.
Activities:
- Complete activities that help students to reflect on my learning.
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Kia ora 10C1,
Our context is relationships, iRise
Big Idea
This term, across your learning areas, you will be exploring how our beliefs and perceptions affect our interpretation of the world. How do you, your friends, community think of the news, scientific information and personal relationships?
Our value is pono, integrity
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our learning in genetics and evolution.
Success Criteria: I can/have...
- describe the basic process by which genetic information is passed from one generation to the next.
- describe the role and importance of DNA.
- Complete Punnett squares in order to predict patterns of inheritance.
- Demonstrate a basic understanding of evolutionary processes.
- Describe how living things have changed over time.
- Discuss why many many living things in New Zealand are unique to us.
- Discuss the process and ethics of cloning.
Activities:
- Complete activities that help students to reflect on my learning.
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For the purpose of this assessment students will use Punnett squares to predict the possible outcome of inheriting superpowers.
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Kia ora 10C1,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns associated with physical phenomena in simple everyday situations involving movement, forces and electricity.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns associated with physical phenomena in simple everyday situations involving movement, forces and electricity.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
Activities:
- Reading interesting texts to answer questions.
- Complete an Aerodynamics Investigation and ensure that it is a fair test.
- Research.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
Activities:
1. Reflection of Aerodynamics Investigation. Was it a fair test?
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
Activities:
1. Complete activities and investigations that reinforce learning.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances
Activities:
1. Complete activities and investigations that reinforce learning.
2. Aerodynamics Investigation reflection.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our forces and motion knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of forces and motion by applying it to different situations.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances
Activities:
1. Complete activities and investigations that help us get ready for NCEA Achievement Standard: 90935 and a MHOL assessment.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our forces and motion knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of forces and motion by applying it to different situations.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances
Activities:
1. Complete activities and investigations that help us get ready for NCEA Achievement Standard: 90935 and a MHOL assessment.
2. NCEA Achievement Standard: 90935, Friday 25th June, session 2, 3 and 4 in F8.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our forces and motion knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of forces and motion by applying it to different situations.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances
Activities:
1. Complete activities and investigations that help us get ready for NCEA Achievement Standard: 90935 and a MHOL assessment.
2. NCEA Achievement Standard: 90935, Friday 25th June, session 2, 3 and 4 in F8.
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Carry out a practical physics investigation that leads to a linear mathematical relationship, with direction.
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Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our forces and motion knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of forces and motion by applying it to different situations.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances.
- explain how simple machines can be used to affect forces.
Activities:
1. Complete activities and research that help us know and understand how simple machines work and are used daily in our lives.
-
Kia ora 10C1,
Our context is, Infinity and Beyond!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how the forces around us impact everyday situations.
- We are EXPLORING how simple machines can be used to affect forces
- We are EXPLORING how forces and motion have been used to help children play and have fun.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on applying our forces and motion knowledge.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on demonstrating our knowledge of forces and motion by applying it to different situations.
Success Criteria: I can/have...
- define the term 'force'.
- distinguish between contact and non-contact forces.
- describe the relationship between mass and weight.
- describe the effect of balanced and unbalanced forces on an object.
- name the four forces acting on a moving object.
- define friction and understand how it affects motion.
- define 'drag' and understand some basic aerodynamic principles.
- use a formula triangle to calculate speed, distance or time.
- understood the factors that affect stopping distances.
- explain how simple machines can be used to affect forces.
Activities:
1. Complete activities and research that help us know and understand how simple machines work and are used daily in our lives.
2. Continue working on your Science Fair project or English NCEA assessment.
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Kia ora 10C1,
Our context is War and Gore.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles.
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
Activities:
- Please see Google Class for information about the Education Perfects tasks that have to be completed.
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Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 5, War & Gore: Atomic Science'.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
- Write word equations for chemical reactions.
- Write basic balanced symbol equations for chemical reactions.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 6, War & Gore: Atomic Science'.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
- Write word equations for chemical reactions.
- Write basic balanced symbol equations for chemical reactions.
- Research chemical compounds found in common household products.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 7, War & Gore: Atomic Science'.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
- Write word equations for chemical reactions.
- Write basic balanced symbol equations for chemical reactions.
- Research chemical compounds found in common household products.
- Explain how the properties of metals and alloys relate to their uses.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 8, War & Gore: Atomic Science'.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
- Write word equations for chemical reactions.
- Write basic balanced symbol equations for chemical reactions.
- Research chemical compounds found in common household products.
- Explain how the properties of metals and alloys relate to their uses.
- Describe what happens when a metal reacts with acid.
- Describe what happens when a metal reacts with oxygen.
- Describe what happens when a metal carbonate reacts with acid.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 9, War & Gore: Atomic Science'.
-
Kia ora 10C1,
Our context is War and Gore.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structure of an atom.
- We are EXPLORING how to distinguish between elements, molecules and ions.
- We are EXPLORING how atomic structure is linked to the organisation of the periodic table.
Success Criteria: I can/have...
- Recognise various HAZCHEM symbols.
- Distinguish between physical changes and chemical changes.
- Describe the structure of an atom.
- Describe the key differences between the three sub-atomic particles .
- Define the term element.
- Know the names and symbols of the first 20 elements and Ag, Au, Cu, Fe, Hg, I Ni, Pb, Sn, U, W, Zn.
- Understand how the Periodic Table is structured and classified.
- State the arrangement of atoms around an atom.
- Describe the role of electrons in chemical reactions.
- Draw the arrangement of electrons around any given atom.
- Understand how ions are formed.
- Write word equations for chemical reactions.
- Write basic balanced symbol equations for chemical reactions.
- Research chemical compounds found in common household products.
- Explain how the properties of metals and alloys relate to their uses.
- Describe what happens when a metal reacts with acid.
- Describe what happens when a metal reacts with oxygen.
- Describe what happens when a metal carbonate reacts with acid.
Activities:
1. Go to Google Classroom and follow the instructions for 'Term 3, week 10, War & Gore: Atomic Science'.
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Kia ora 10C1,
Welcome back!!! Term 4 has begun and we will be starting a new context.
Success Criteria: I can/have...
- record what I know (K)
- record what I want to know (W)
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 1'.
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Kia ora 10C1,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different relationships between the Sun, Moon and Earth and how these affect our daily lives.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 2, Future Pathways - beyond MHJC: Astronomy'.
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Kia ora 10C1,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different relationships between the Sun, Moon and Earth and how these affect our daily lives.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 3, Future Pathways - beyond MHJC: Astronomy'.
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Kia ora 10C1,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different relationships between the Sun, Moon and Earth and how these affect our daily lives.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
- Define light years, speed of light and their use in space measurements.
- Understand why Earth experiences lunar and solar eclipses.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 4 (8-12 Nov)'. Thank you!
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Kia ora 10C1,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different relationships between the Sun, Moon and Earth and how these affect our daily lives.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
- Define light years, speed of light and their use in space measurements.
- Understand why Earth experiences lunar and solar eclipses.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 5 (15-19 Nov)'. Thank you!
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Kia ora 10C1,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different relationships between the Sun, Moon and Earth and how these affect our daily lives.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
- Define light years, speed of light and their use in space measurements.
- Understand why Earth experiences lunar and solar eclipses.
Activities:
- Best of knowledge and skills for CAT.
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Kia ora 10C1,
Our context for term 4 is...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a question from the W (what I want to know) of our Astronomy KWL.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING an Astronomy inquiry so that we can build our knowledge and educate others.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
- Define light years, speed of light and their use in space measurements.
- Understand why Earth experiences lunar and solar eclipses.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 7 (29 Nov-5 Dec)'. Thank you!
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Kia ora 10C1,
Our context for term 4 is...
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a question from the W (what I want to know) of our Astronomy KWL.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING an Astronomy inquiry so that we can build our knowledge and educate others.
Success Criteria: I can/have...
- Describe the cause of nighttime and daytime.
- Define the term 'year'.
- Explain why we have seasons on Earth.
- Define the term 'month'.
- Identify the phases of the Moon and explain the Moon's influence on Earth.
- Define light years, speed of light and their use in space measurements.
- Understand why Earth experiences lunar and solar eclipses.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 8 (6-10 Dec)'. Thank you!
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