9C2 Science
Weekly outline
-
-
-
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Life Processes by classifying and organising organisms based on their structural features.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- Use simple keys to classify unknown organisms or objects.
Activities:
- Reading interesting texts to answer questions
- Research
Google Classroom code: ckgtsap
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Life Processes by classifying and organising organisms based on their structural features.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- Use simple keys to classify unknown organisms or objects.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: ckgtsap
-
An example of a classification key.
An example of an ecosystem.
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Life Processes by classifying and organising organisms based on their structural features.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
Activities:
- Word list activity: write the words below into your 1B8 Science book. Please leave 2 lines between each word for the definition.
2. How do scientists classify (group or sort) all organisms on Earth? Complete the activities below to find out. SciPad pages can be found on Google Classroom. Challenge: Science is changing all the time...how many kingdoms are there now?
3. We are now going to focus on the Animal Kindgom. Please follow the instructions below. SciPad pages can be found on Google Classroom.
Google Classroom code: ckgtsap
-
An example of a classification key.
An example of an ecosystem.
Kia ora 9C2,
Our contextis relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Life Processes by classifying and organising organisms based on their structural features.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: ckgtsap
-
An example of a New Zealand ocean food web
Kia ora 9C1,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Life Processes by classifying and organising organisms based on the structural features.
- We are EXPLORING how organisms interact within their ecosystem.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
- Reading interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
Google Classroom code: d4kuvuw
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a local ecosystem (Tane forest or Jeff's Rd pond) and identifying the issue that is affecting it.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our knowledge of ecosystems to educate our community about a local ecosystem and its issue.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
1. Tane forest and Jeff's Rd reserve water testing.
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a local ecosystem (Tane forest or Jeff's Rd pond) and identifying the issue that is affecting it.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our knowledge of ecosystems to educate our community about a local ecosystem and its issue.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
1. You and your partner will continue working on English-Science Assessment 1 2021 (please see Google classroom for instructions and read these carefully).
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a local ecosystem (Tane forest or Jeff's Rd pond) and identifying the issue that is affecting it.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our knowledge of ecosystems to educate our community about a local ecosystem and its issue.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
- Tane forest and Jeff's Rd reserve water testing.
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our knowledge of ecosystems to educate our community about a local ecosystem and its issue.
- We are REFLECTING on our learning of ecosystems and how we can use our knowledge to make a difference.
REFLECT / WHAIWHAKAARO learning intentions:
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
1. Tane forest and Jeff's Rd reserve water testing.
2. End of Unit Reflection.
3. Video about plastic waste. How does this apply to New Zealand? Possible Focus Friday project?
-
-
Kia ora 9C2,
Our context is relationships, The ME in Team!
Big IdeaThis term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
Our value is pono, integrity
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing a local ecosystem (Tane forest or Jeff's Rd pond) and identifying the issue that is affecting it.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our knowledge of ecosystems to educate our community about a local ecosystem and its issue.
Success Criteria: I can/have...
- outline why scientists classify organisms
- describe the 5 kingdoms of living organisms
- distinguish between vertebrates and invertebrates
- use simple keys to classify unknown organisms or objects.
- distinguish between ecosystems, communities and populations.
- define the term habitat and describe the habitats of a range of organisms.
- describe the relationship between predators and prey.
- construct food chains to show feeding interactions within a community.
- use food chains to construct food webs.
Activities:
- You and your partner will continue working on English-Science Assessment 1 2021 (please see Google classroom for instructions and read these carefully).
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C1,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- Explain the processes of thermal expansion and contraction.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
- investigating the solubility of different solvents.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
- investigate the solubility of baking soda and salt.
- define the terms dilution and concentration.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
- investigate the solubility of baking soda and salt.
- define the terms dilution and concentration.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
- investigate the solubility of baking soda and salt.
- define the terms dilution and concentration.
- separate solutions by evaporating and distilling.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
Kia ora 9C2,
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the particle nature of matter.
- We are EXPLORING the behaviour of solid, liquid and gas particles and how this applies to everyday situations.
- We are EXPLORING the differences between pure substances and mixtures and between elements and compounds.
- We are EXPLORING different methods of separating mixtures.
Success Criteria: I can/have...
- label the parts of a Bunsen burner.
- demonstrate the safe use of a Bunsen burner.
- outline the 'Particle Theory of Matter'.
- explain the difference between the three states of matter.
- outline how to change matter from one state to another.
- describe and investigate the processes involved in the water cycle.
- explain the processes of thermal expansion and contraction.
- discuss the process of heat transfer by conduction.
- discuss the process of heat transfer by convection.
- explain the differences between pure substances and mixtures and between elements and compounds.
- investigate the solubility of baking soda and salt.
- define the terms dilution and concentration.
- separate solutions by evaporating and distilling.
Activities:
- Reading interesting texts to answer questions.
- Completing investigations and ensuring that they are fair tests.
- Research.
-
-
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy
- Describe a number of energy transformations.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
Activities:
- Read interesting texts to answer questions.
- Watch media to gain knowledge.
- Research.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
Activities:
- Go to Google classroom and follow the instructions for 'Lesson for Thursday (19/8)'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
Activities:
- Go to Google Classroom and follow the instructions for 'Lessons for Term 3, week 5, Challenges & Choices: Energy'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
- Observe the effect of convex and concave mirrors (curved mirrors) on rays of light.
- Observe refraction and explain your observations.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 3, week 6, Challenges & Choices: Energy'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
- Observe the effect of convex and concave mirrors (curved mirrors) on rays of light.
- Observe refraction and explain your observations.
- Investigate refraction in lenses of different shapes.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 3, week 7, Challenges & Choices: Energy'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
- Observe the effect of convex and concave mirrors (curved mirrors) on rays of light.
- Observe refraction and explain your observations.
- Investigate refraction in lenses of different shapes.
- Describe the basic function and structure of the human eye.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 3, week 8, Challenges & Choices: Energy'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
- Observe the effect of convex and concave mirrors (curved mirrors) on rays of light.
- Observe refraction and explain your observations.
- Investigate refraction in lenses of different shapes.
- Describe the basic function and structure of the human eye.
- Investigate the appearance of coloured objects.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 3, week 9, Challenges & Choices: Energy'.
-
Kia ora 9C2,
Our context is Challenges and Choices.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the patterns and trends for everyday examples of physical phenomena such as waves, sound and light.
- We are EXPLORING everyday examples of forms of energy, sources of energy and energy transformations.
Success Criteria: I can/have...
- Define the term 'energy'.
- Describe some common forms of energy.
- Describe a number of energy transformations.
- Define a 'wave' and describe two common wave forms.
- Identify the amplitude, frequency and wavelength of waves.
- Describe sound waves in terms of pitch and loudness.
- Describe the basic functioning of the human ear.
- Describe some properties of light and name some sources of light.
- Explain the difference between transparent, translucent and opaque materials.
- Observe reflection and use the "Law of reflection' to explain observations.
- Describe various uses of reflective surfaces.
- Observe the effect of convex and concave mirrors (curved mirrors) on rays of light.
- Observe refraction and explain your observations.
- Investigate refraction in lenses of different shapes.
- Describe the basic function and structure of the human eye.
- Investigate the appearance of coloured objects.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 3, week 10, Challenges & Choices: Energy'.
-
-
-
Kia ora 9C2,
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'.
-
Kia ora 9C2,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 2, Kaitiakitanga - Guardianship & Protection: Food & Digestion'.
-
Kia ora 9C2,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 3, Kaitiakitanga - Guardianship & Protection: Food & Digestion'.
-
Kia ora 9C2,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
- Complete the '9 Science Assessment 2, 2021' on Wednesday 10th November from 1-2pm. Thank you!
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 4 (8-12 Nov)'. Thank you!
-
Food and Digestion L5: We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
-
Kia ora 9C2,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 5 (15-19 Nov)'. Thank you!
-
Kia ora 9C2,
Our context for term 4 is...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the life process of nutrition and it's journey that ends with excretion.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 6 (22-26 Nov)'. Thank you!
-
Kia ora 9C2,
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 Food & Digestion KWL.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a Food & Digestion inquiry so that we can build our knowledge and educate others.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 6 (22-26 Nov) & week 7 (29 Nov-3 Dec)'. Thank you!
-
Kia ora 9C2,
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 Food & Digestion KWL.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a Food & Digestion inquiry so that we can build our knowledge and educate others.
Success Criteria: I can/have...
- Name the main food groups and give examples of each.
- Know the major organs of the digestive system.
- Understand how the digestive system works.
Activities:
- Go to Google Classroom and follow the instructions for 'Term 4, week 8 (6-10 Dec). Thank you!
-
