9W2 Science
Weekly outline
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Unfortunately we are a WASTEFUL species. By now you should be aware of the Massive problem of Ocean / Plastic pollution. We will be investigating this first hand, by doing a rubbish pick up and analysis. You will then discuss how this rubbish could end up in the oceans and thus in an ecosystem, causing harm to all organisms that live in the ocean
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Students will be assessed on their knowledge of nutrition and the digestive system
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Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate the biodiversity of New Zealand's marine ecosystem by looking at Ecology
Learning Intentions : We are learning to (WALT)...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the uniqueness of New Zealand's marine ecosystems, by investigating Ecology and the Biotic and abiotic factors that interrelate in an ecosystem
- We are EXPLORING the hydrosphere and the importance of water to earth by investigating the effects of man on this particular water and the oceans
- We are EXPLORING how and why organisms are adapted in order to survive in a marine ecosystem
- We are EXPLORING the influence of man on the marine ecosystem and how we can prevent this
- Describe the basic structure of the earth
- Investigate and analyse the hydrosphere.
- Graph data on % of water found on earth
- Investigate the water cycle
- Describe the processes involved in the water cycle
- Predict what would happen should man interfere with the water cycle
- Investigate the various components of an ecosystem
- Distinguish between vertebrates and invertebrates
- Use simple keys to identify unknown organisms or objects
- Explain meaning of the words ecosystems, communities and populations
- Define the word habitat and describe the habitats of a range of organisms
- Describe how an organism's adaptations help it survive in its habitat, looking particularly at our marine ecosystem
- Describe how man is damaging marine ecosystems
- Research a topic of concern, like overfishing, plastic pollution, saving the maui dolphin, mercury poisoning, shark finning etc and present this on the community day
Success Criteria : I can/have...
- Identify the different spheres of the earth
- Describe the water cycle and discuss why it is important
- Predict what would happen should man interfere with the water cycle
- Tabulate the differences between all the classes of Vertebrates and the invertebrates
- Discuss the differences between ecosystems, communities and populations
- Discuss various habitats for a range of organisms
- Describe how adaptations help an organism survive in its particular habitat.
- Successfully present an in-depth research project to the community during our Community day on 10 April
Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Dissection activities
- EOTC trip to Kelly Tarlton's on Friday 19 March
- Waste collection trip on 24 February
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Have a lovely Holiday Everyone - Keep safe !!
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Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
Learning Intentions : We are learning to (WALT)...- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
Learning Intentions : We are learning to (WALT)...- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Big Idea: To investigate forces and motion by using the new MHJC bike track through experimentation and hands on experience
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING forces and motion by experimentation and practical hands on activity and bike riding
- We are EXPLORING renewable energy by practical investigation and building devices that will run on renewable energy
- We are EXPLORING the PPDAC cycle to collect data and calculate the speed and velocity of each member of the class cycling around the race track
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Dra and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
Success Criteria : I can/have...
- Convert distance and time from one scale to another.
- Define the word "force"
- Distinguish between contact and non contact forces
- describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Use F=mxa to solve simple force problems
- Describe the relationship between mass and weight
- Define friction and understand how it affects motion
- Use the speed formula to perform simple calculations
- Use the bike track to work out the speediest / fastest member of the year 9 community
- Draw and interpret line graphs
- Define drag and understand some basic aerodynamic principles
- Explain how simple machines work looking specifically at the gears on a bike
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
- EOTC activity using the MHJC new Bike Track
- Totara Park mountain biking
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
-
-
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 1: Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 2 : Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 3 : Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 4 : Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 5 : Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 6: Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the human body looking at the skeleton as a system of levers and the muscles that allow for movement.
- We are EXPLORING healthy diets and nutrient groups which would be important for a particular athlete
- We are EXPLORING Respiration and how the food we eat impacts on the energy that is available for living
- We are EXPLORING the associated human organs necessary to keep us alive
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
LOCKDOWN WEEK 7: Learning Intentions : We are learning to (WALT)...- Revisit Forces involved in motion
- explain if an object is living or non living
- Outline the similarities and differences between plant and animal cells
- Use a microscope and describe its basic features and functions
- Investigating the structure and functions of the basic organelles
- Photosynthesis and how plants are useful as food for us.
- Healthy diets and the major food groups
- Label the major organs of the human digestive system
- Explain how various structural adaptations assist with digestion
- Determine the diet of an organism based on its teeth
- Investigate Metals and their reactions
Success Criteria : I can/have...
- Describe the effect of balanced and unbalanced forces on an object
- Name the four forces acting on moving objects
- Describe how to determine if an organism is living or non living
- Discuss similarities and differences between plant and animal cells
- Successfully use a microscope
- Discuss the process of photosynthesis and how plants are a basic food source for us
- Discuss healthy diets
- Explain the structure vs function of the different organs in the digestive system
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Work NOT completed in class needs to be completed for HOMEWORK !
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Stay safe Everyone .... enjoy the Break ......
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 1: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 2: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 3: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 4: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 5: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 6: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 7: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the brain ,looking at the different parts and their functions
- We are EXPLORING how healthy diets and a healthy lifestyle has an input on the mental wellness of a person
- We are EXPLORING how drugs and alcohol affects your body and brain
- We are EXPLORING how the brain learns
- We are EXPLORING different mental wellness techniques
- We are EXPLORING how the Brain controls the onset of Puberty
Big Idea: Exploring a heathy lifestyle to participate in the Olympics
TERM 4 LOCKDOWN WEEK 8: Learning Intentions : We are learning to (WALT)...- Identify the different parts of the Brain
- Explain the functions of each part of the Brain
- Researching how Drugs and Alcohol affect the body and mind
- Creating an awareness to be drug and alcohol free for
- Looking at glands in the body and how these glands can start different responses to the environment
- Compare and contrast the changes that take place between girls and boys during Puberty
Success Criteria : I can/have...
- Describe the effect of alcohol and drugs on the brain
- Identify the different parts of the brain and their functions
- Describe how to the glands release hormones to respond to changes in the environment
- Discuss similarities and differences between changes in puberty between boys and girls
- Activities:
- Google classroom tasks
- Videos on the topic
- Education perfect
- Practical activities activities
Homework:
Please also complete all google classroom activities in your google classroom - do not make a copy and file it somewhere else
-
Thats all for now Year 9's
Have a wonderful restful Christmas Holday and I look forward to teaching you again in Year 10 Next Year
