9W1 Science

Weekly outline

• Select week General

  General

  Collapse all Expand all
• Select week 1 February - 7 February

  1 February - 7 February
  • Select activity Assessment 1 - Life under water

    

    Assessment 1 - Life under water Assignment

    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 

    
    

  • Select activity Environmental Action plan

    

    Environmental Action plan File
  • Select activity Trash Collection Data sheet

    

    Trash Collection Data sheet File
  • Select activity 9W1 Science Assessment 2 - Nutrition and Digestion Quiz

    

    9W1 Science Assessment 2 - Nutrition and Digestion Quiz Assignment

    Students will be assessed on their knowledge of nutrition and the digestive system 

• Select week 8 February - 14 February

  8 February - 14 February

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  
• Select week 15 February - 21 February

  15 February - 21 February

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  
• Select week 22 February - 28 February

  22 February - 28 February

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  • Select activity Clean up data collection

    

    Clean up data collection File
  • Select activity Marine Toxins

    

    Marine Toxins File
• Select week 1 March - 7 March

  1 March - 7 March
  
  

  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
• Select week 8 March - 14 March

  8 March - 14 March

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 15 March - 21 March

  15 March - 21 March

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 22 March - 28 March

  22 March - 28 March

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 29 March - 4 April

  29 March - 4 April

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 5 April - 11 April

  5 April - 11 April

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 12 April - 18 April

  12 April - 18 April

  
  

  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:

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Dissection activities 
  5. EOTC trip to Kelly Tarlton's on Friday 19 March 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  
• Select week 19 April - 25 April

  19 April - 25 April

  
  

  Have a lovely Holiday Everyone - Keep safe !! 

  
  

  
  
• Select week 26 April - 2 May

  26 April - 2 May
• Select week 3 May - 9 May

  3 May - 9 May

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 10 May - 16 May

  10 May - 16 May

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 17 May - 23 May

  17 May - 23 May

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 24 May - 30 May

  24 May - 30 May

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 31 May - 6 June

  31 May - 6 June

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 7 June - 13 June

  7 June - 13 June

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 14 June - 20 June

  14 June - 20 June

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 21 June - 27 June

  21 June - 27 June

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 28 June - 4 July

  28 June - 4 July

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 5 July - 11 July

  5 July - 11 July

  
  

  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

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. Practical activities  activities 
  5. EOTC activity using the MHJC new Bike Track 
  6. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 12 July - 18 July

  12 July - 18 July
• Select week 19 July - 25 July

  19 July - 25 July
• Select week 26 July - 1 August

  26 July - 1 August

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 2 August - 8 August

  2 August - 8 August

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 9 August - 15 August

  9 August - 15 August

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 16 August - 22 August

  16 August - 22 August

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 23 August - 29 August

  23 August - 29 August

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 30 August - 5 September

  30 August - 5 September

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 6 September - 12 September

  6 September - 12 September

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 13 September - 19 September

  13 September - 19 September

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 20 September - 25 September

  20 September - 25 September

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 27 September - 3 October

  27 September - 3 October

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 4 October - 10 October

  4 October - 10 October

             Stay safe Everyone .... enjoy the Break ......

        
  

  
  
• Select week 11 October - 17 October

  11 October - 17 October
• Select week 18 October - 24 October

  18 October - 24 October

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 25 October - 31 October

  25 October - 31 October

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 1 November - 7 November

  1 November - 7 November

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 8 November - 14 November

  8 November - 14 November

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 15 November - 21 November

  15 November - 21 November

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 22 November - 28 November

  22 November - 28 November

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 29 November - 5 December

  29 November - 5 December

  
  

  
  

  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:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 6 December - 12 December

  6 December - 12 December

  
  

  
  

  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 
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  • Activities:
    

  1. Google classroom tasks 
  2. Videos on the topic 
  3. Education perfect 
  4. 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 
  

  
  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  
• Select week 13 December - 19 December

  13 December - 19 December

  
  

  
  

  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