8M1 Global Studies
Weekly outline
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Week 2: Biodiversity & Border Security in New ZealandSuccess Criteria:
Students will gain a basic understanding of the topic of biosecurity and the many threats that it involves from insects and animals to bacteria and viruses and by the end of the week will be able to recount at least one significant threat from each of these three categories.
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Success Criteria
Students will gain a basic understanding of the topic of biosecurity and the many threats that it involves from insects and animals to bacteria and viruses and by the end of the week will be able to recount at least one significant threat from each of these three categories.
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Hi Everyone,
I hope you are all well. It can be challenging when you are learning online but remember to budget your time and listen to the advice of your parents.
Last week you should have completed the Maori vocabulary words in your red book. For this week watch the documentary “First People In New Zealand // Maori History Documentary.” Here is the link:
Then answer the questions. Don't rush through it - go at your own pace and get a thorough understanding of early Maori settlement. I would focus on this for this week. If you have any questions - drop me an e-mail. DO THIS IN YOUR RED BOOK! Be sure to write the complete questions in the red book, followed by the answers. Please - no one word answers! Write in complete sentences. Fully explain the answer.
Take care and best wishes - Mr Bartholomew
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Success Criteria: Students will become familiar with key aspects of early Maori life in the greater Auckland region.
Activities:
Refer to Powerpoint and also Google Classroom
Homework:
All 3 lessons should be completed by Sunday March 7.
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Success Criteria: Students will become familiar with early Maori place names and settlement locations. In terms of the Current Event lesson, students will be aware of the benefits of taking the HPV vaccine.
Activities: Mapping and research of early Maori place names in addition to current events where we will explore the safety and effectiveness of the HPV vaccine in schoolchildren.
Homework: Students should complete the assignment by Sunday March 14.
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Success Criteria:
Students will be able to describe how the early European settlers in the Greater Mission Heights area lived between the 1850s and 1880.
Activities: Study the Powerpoint with pictures of early European life
1. Fill in the charts on slides 3 and 4 on how local life changed between the 1850s and 1880s (the Pictures are on slides 5-16)
2. Complete the chart on page 17 based on the images in slides 18-21.
Complete all answers in your Red Books.
Homework: Complete lessons 1 to 3 by Sunday.
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Follow the assessment instructions.
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Success criteria: You will have completed your assessment booklet contribution by the end of Lesson 1 and have a good understanding of early settler life in New Zealand.
Activities:
Students are working on their booklet sections for the joint assessment with 8M1. You should be finishing to your individual booklet sections by the end of Lesson 1.
For Lessons 2 & 3, you will be working in your designated groups of 5 on your plays. The booklet sections and plays will need to be completed by the due date of Friday April 9. Remember, on Thursday April 8th we will be visiting the Auckland Museum.
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Success Criteria: Students will have taken detailed notes during their visit to the Auckland Museum by paying close attention to the discussion on early settler survival, allowing them to come away with a deeper understanding of the challenges faced by the early settlers.
Activities: Work on your joint assessment in your groups of 5. Students are working on their booklet sections for the joint assessment with 8M2.
Everyone should have now completed their individual booklet sections.You will be working in your designated groups of 5 and writing your storybook. On Thursday April 8th we will be visiting the Auckland Museum. Take something to write with and your Red books with you on the trip as the information you gather can be added to your individual booklet sections. -
Students are working on their booklet sections for the joint assessment with 8M2.
Everyone should have now completed their individual booklet sections.
You will be working in your designated groups of 5 and writing your storybook. On Thursday April 8th we will be visiting the Auckland Museum. Take something to write with and your Red books with you on the trip as the information you gather can be added to your individual booklet sections. -
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Success Criteria
Students will gain a basic understanding of key threats to New Zealand with a focus on insects and animals.Activities:
1. Powerpoints
2. Reading and writing
Please follow instructions as given in the attached lessons.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how and why New Zealand's Biodiversity is unique to connect with the importance of keeping New Zealand safe
- We are EXPLORING threats to this biodiversity and to investigate what measures are taken to minimize these threats
- We are EXPLORING...
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Success Criteria:
Students will be familiar with insect threats to New Zealand and the role that border security has in keeping us safe from them.
Activities:
Refer to the lessons which have self-contained instructions, and also Google Classroom.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how and why New Zealand's Biodiversity is unique to connect with the importance of keeping New Zealand safe
- We are EXPLORING threats to this biodiversity and to investigate what measures are taken to minimize these threats
- We are EXPLORING...
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Success Criteria:
Students will gain a thorough understanding of animal threats to New Zealand and the role that border security has in protecting us from them.
Activities:
Refer to the lessons which have self-contained instructions, and also Google Classroom.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how and why New Zealand's Biodiversity is unique to connect with the importance of keeping New Zealand safe
- We are EXPLORING threats to this biodiversity and to investigate what measures are taken to minimize these threats
- We are EXPLORING...
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Success Criteria:
Students will be familiar with the history of flu pandemics and draw comparisons between the 1918-1919 Flu Pandemic and the current Covid-19 outbreak. They will also learn that the New Zealand Ministry of Health has deemed all vaccines given in New Zealand to be safe and effective (although no vaccine is without the risk of side effects).
Activities:
Refer to the lessons the lessons in the Powerpoint, which have self-contained instructions, and also Google Classroom.
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Success Criteria:
Students will be familiar with major invasive plants in the country, some key offenders, and how they are costly.
Activities:
Refer to the lessons the lessons in the Powerpoint, which have self-contained instructions, and also Google Classroom.
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This week we will be handing in the Assessment (Monday) and then examining current events in the news.
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This week we will focus on Current Events and the history of the Olympics which will be starting in a few weeks. See attached Current Events A & B.
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Success Criteria:
Students will be prepared for the trip to Tiritiri Island which is scheduled to take place on Thursday July 29, 2021, and will arrive at school by 7:10 am.
Activities:
1. Reading
2. Writing
3. Practicing the farewell Karakia
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of food and culture as an introduction. We are EXPLORING the relationship between food, culture and diet, and the national dishes that reflect the cultural heritage of students in class. We are EXPLORING the history behind the cacao bean and how the Spanish Empire controlled the production of cacao beans (and hence, chocolate) around the world. We will also explore unhealthy aspects of sports drinks. We are EXPLORING traditional Maori foods and traditions that are associated with them such as the best times to eat and to fast according to Maori tradition.
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Week 2: Food, Nationalities and CultureSuccess Criteria
Students will become familiar with the relationship between food and their own cultural, religious or national backgrounds.
Activities:
1. Reading
2. Research
3. Presentation Skills
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of food and culture as an introduction.
- We are EXPLORING the relationship between food, culture and diet, and the national dishes that reflect the cultural heritage of students in class.
- We are EXPLORING the history behind the cacao bean and how the Spanish Empire controlled the production of cacao beans (and hence, chocolate) around the world. We will also explore unhealthy aspects of sports drinks.
- We are EXPLORING traditional Maori foods and traditions that are associated with them such as the best times to eat and to fast according to Maori tradition.
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Week 3: How the Spanish Spread Chocolate Around the World
Success Criteria
Students will gain a thorough understanding of the history behind the cacao bean and how chocolate has changed over the years. They will also learn how the Spanish Empire controlled the production of cacao beans around the world.
Resource: History of Chocolate Powerpoint
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of food and culture as an introduction.
- We are EXPLORING the relationship between food, culture and diet, and the national dishes that reflect the cultural heritage of students in class.
- We are EXPLORING the history behind the cacao bean and how the Spanish Empire controlled the production of cacao beans (and hence, chocolate) around the world. We will also explore unhealthy aspects of sports drinks.
- We are EXPLORING traditional Maori foods and traditions that are associated with them such as the best times to eat and to fast according to Maori tradition.
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Week 4: Listening to Maori Ancestors and their Relationship with Food
Success Criteria
Students will gain a better understanding of traditional Maori foods, how Maori view food, and the best times to eat and to fast according to Maori tradition.
Activities:
1. Reading
2. Writing
3. Class DiscussionEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the broad topic of food and culture as an introduction.
- We are EXPLORING the relationship between food, culture and diet, and the national dishes that reflect the cultural heritage of students in class.
- We are EXPLORING the history behind the cacao bean and how the Spanish Empire controlled the production of cacao beans (and hence, chocolate) around the world. We will also explore unhealthy aspects of sports drinks.
- We are EXPLORING traditional Maori foods and traditions that are associated with them such as the best times to eat and to fast according to Maori tradition.
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Week 5: The Hangi and Maori Food Tourism
Success Criteria
Students will gain an understanding of the Maori Hangi – a Maori method of cooking food using heated rocks buried in an oven pit.
Activities:
1. Read and writing
FOCUS / ARONGA learning intentions:
- We are FOCUSING on what it is like to participate in a Maori Hangi and on understanding the general relation between foods and their cultural trappings. We are FOCUSING on the role of junk food in Western culture and in specific – New Zealand, the composition of junk food and its consequences. .
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Week 6: Western Culture and The Great Junk Food Experiment
Success Criteria: Students will become familiar with key issues surrounding the consumption of junk food and health.
Activities:
1. Reading
2. Writing
3. Critical Thinking
FOCUS / ARONGA learning intentions:
- We are FOCUSING on what it is like to participate in a Maori Hangi and on understanding the general relation between foods and their cultural trappings.
- We are FOCUSING on the role of junk food in Western culture and in specific – New Zealand, the composition of junk food and its consequences. .
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Success Criteria:
Students will able to understand the problem of junk food in New Zealand and be familiar with key facts and figures that highlight the problem.
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Success Criteria:
Students will understand the impact of eating junk food impact on our health and how certain companies target people with ads designed to get you to eat food that is not good for you?
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If you are completing the BASIC presentations on the issue of junk food in New Zealand, you need to complete Section 4 by the end of this week. If you are working on the ADVANCED presentation, you have until Monday Week 10.
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Please follow the instructions in the attached lessons.
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Fads – Year 8
Lesson 1: ‘An Introduction to Fads, some Famous Fads, their Functions, and why we are Attracted to Them’
Homework: Watch the video clip, answer the questions and complete the definitions.
Lesson 2: ‘School Fads.’ You will learn about the fidget spinner fad that swept through schools a few years ago
Homework: You will be discussing the pros and cons of allowing students to have fidget spinners in class.
Lesson 3: The Funny Side of Fads.’ We will look at the funny side of some school fads and how students get caught up in them – from peer pressure to FOMO (Fear of Missing Out).
Homework: Complete the questions.
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Weeks 4-5: The Analysis of a Fad
Success Criteria Students will become familiar with a famous fad, how it started, grew and declined. Make sure you pick a fad where there is enough information to sufficiently describe the 4 phases.
Go to the following website: http://www.badfads.com/ and choose from the following categories: A
ctivities, Collectibles, Events, Fashion, Health, Hobbies, Music, Recreation, Technology and Television/Film. 2
Students are encouraged to work in pairs online.
Fad Powerpoint Project Students are to choose a fad from the following list that you will find at: http://www.badfads.com/ – this is a fantastic site. You can also use additional sources. You will create a Powerpoint as follows: 1. A title page with your name, class, the name of your fad, and an interesting catchy title. 2. Provide at least 4 images for your fad. Each image must contain a caption (a short description of what is in the image is about). 3. Write a brief summary of what happened during the 4 phases of your fad.
A. Describe the Hidden Phase.
B. When did it start to catch on and build in popularity? Why was it so appealing? Give examples (The Breakout Phase)
C. When did it peak in popularity. How can you tell this was the peak period? (The Peaking Phase). Can you provide examples of just how popular it was during the peak phase?
D. Why did people suddenly begin to lose interest in it? (The Decline Phase)
Additional questions to answer: a. What function do people think the fad served? Why were people so attracted to it? b. Is the fad still alive today – or has it completely died out? For instance, people can still buy a yoyo, but it is not nearly as popular as it once was. The same is true of the hula hoop. c. Is there any information on how much money was spent on it or if it was an item, how many were sold? d. What some interesting or little-known facts about your fad?
Possible Sources of Information
1. Google ‘Fads and _______’ (the fad you are researching)
2. EPIC database on the school’s Library website
3. Try ‘Google Books’ then type in the name of the fad.
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Weeks 4-5: The Analysis of a Fad Success Criteria Students will become familiar with a famous fad, how it started, grew and declined. Make sure you pick a fad where there is enough information to sufficiently describe the 4 phases.
Go to the following website: http://www.badfads.com/ and choose from the following categories:
Activities, Collectibles, Events, Fashion, Health, Hobbies, Music, Recreation, Technology and Television/Film. 2 Students are encouraged to work in pairs online. Fad Powerpoint Project Students are to choose a fad from the following list that you will find at: http://www.badfads.com/ – this is a fantastic site. You can also use additional sources.
You will create a Powerpoint as follows:
1. A title page with your name, class, the name of your fad, and an interesting catchy title.
2. Provide at least 4 images for your fad. Each image must contain a caption (a short description of what is in the image is about).
3. Write a brief summary of what happened during the 4 phases of your fad.
A. Describe the Hidden Phase.
B. When did it start to catch on and build in popularity? Why was it so appealing? Give examples (The Breakout Phase)
C. When did it peak in popularity. How can you tell this was the peak period? (The Peaking Phase). Can you provide examples of just how popular it was during the peak phase?
D. Why did people suddenly begin to lose interest in it? (The Decline Phase) Addition questions to answer:
a. What function do people think the fad served? Why were people so attracted to it?
b. Is the fad still alive today – or has it completely died out? For instance, people can still buy a yoyo, but it is not nearly as popular as it once was. The same is true of the hula hoop.
c. Is there any information on how much money was spent on it or if it was an item, how many were sold?
d. What some interesting or little-known facts about your fad? Possible Sources of Information
1. Google ‘Fads and _______’ (the fad you are researching)
2. EPIC database on the school’s Library website
3. Try ‘Google Books’ then type in the name of the fad.
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Success Criteria
Students will deepen their knowledge and understanding of a particular fad, the functions they served and why they were (are) attractive, by creating an infomercial. During Week 8 they will present their productions to the class.
What is an Infomercial? It is a short video that is aired on TV and is used to sell a product. It is usually longer than a normal commercial and can be from one minute to half an hour long. Below is an example of some popular products that were sold as infomercials:
If you are looking for a laugh, have a look at these 2 infomercials promoting what I consider to be ridiculous products:
and The Hawaii Chair
https://www.youtube.com/watch?v=E9_amg-Aos4
Finally, the Flapaway!
https://www.youtube.com/watch?v=O7eHzIxT2K0
Your infomercial should include:
1. Why people should buy it – how is it going to make my life better or more exciting?
2. It should be targeted to a specific age group. For instance, most elderly people are unlikely to buy roller skates or Pokemon Cards – but you could try to convince them to buy these products for their grandchildren.
3. Length. Your Infomercial should be recorded and last from between 1 and 3 minutes. However, because you can work in groups of up to 4 – if you are in a pair it should be at least 2 minutes long. If a group of 3, it should be at least 3 minutes long; and finally if there are 4 in your group, it should be about 4 minutes long.
4. Script. I suggest that students write out a script of your infomercial so you will know what to say. This will be especially important for those students working with other students in small groups. As you present your infomercial you can show pictures from a slide or hold up items in your hand to show the audience.
Ms. Martin and Mr Bartholomew will judge the infomercials and award prizes to the top 5. This will happen during Week 8 when students are presenting to the class. Remember, these will not be live presentations – they will have been recorded ahead of time. They must be completed by Friday December 3 of Week 7.
Have fun – be creative.
Mr B.
Alternative Project:
*ONLY WITH PERMISSION OF THE TEACHER. Some students can do a poster instead, where you are trying to sell your fad product. Your Poster should include
1. A picture of the item;
2. Why we should buy it (how will it help me or make my life more exciting);
3. What age group you are targeting: 12 and under; teenagers; adults;
4. How much does it cost.
5. Remember, you will present this in class – either recorded or live.
Remember, you must get permission by your teacher to do the poster.
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Success Criteria
Students will deepen their knowledge and understanding of a particular fad, the functions they served and why they were (are) attractive, by creating an infomercial. During Week 8 they will present their productions to the class.
What is an Infomercial? It is a short video that is aired on TV and is used to sell a product. It is usually longer than a normal commercial and can be from one minute to half an hour long.
If you are looking for a laugh, have a look at these 2 infomercials promoting what I consider to be ridiculous products:
The Hawaii Chair
Finally, the Flapaway!
Your infomercial should include:
1. Why people should buy it – how is it going to make my life better or more exciting?
2. It should be targeted to a specific age group. For instance, most elderly people are unlikely to buy
roller skates or Pokemon Cards – but you could try to convince them to buy these products for their grandchildren.
3. Length. Your Infomercial should be recorded and last from between 1 and 3 minutes. However, because you can work in groups of up to 4 – if you are in a pair it should be at least 2 minutes long. If a group of 3, it should be at least 3 minutes long; and finally if there are 4 in your group, it should be about 4 minutes long.
4. Script. I suggest that students write out a script of your infomercial so you will know what to say. This will be especially important for those students working with other students in small groups. As you present your infomercial you can show pictures from a slide or hold up items in your hand to show the audience.
Ms. Martin and Mr Bartholomew will judge the infomercials and award prizes to the top 5. This will happen during Week 8 when students are presenting to the class. Remember, these will not be live presentations – they will have been recorded ahead of time. They must be completed by Friday December 3 of Week 7.
Have fun – be creative.
Alternative Project: *ONLY
WITH PERMISSION OF THE TEACHER. Some students can do a poster instead, where you are trying to sell your fad product. Your Poster should include
1. A picture of the item;
2. Why
we should buy it (how will it help me or make my life more exciting);
3. What
age group you are targeting: 12 and under; teenagers; adults;
4. How much does it cost.
5. Remember, you will present this in class – either recorded or live.
Remember, you must get the permission of your teacher to do the poster.SEE ATTACHMENT for details.
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Students will have completed their recorded presentations and will be presenting them to the class.
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